Predictors of Academic Achievement in Dual Credit Students

Autor/inn/en	Dyer, Kelly; Childers, Gina; Odell, Michael R. L.
Titel	Predictors of Academic Achievement in Dual Credit Students
Quelle	In: Journal of Advanced Academics, 33 (2022) 2, S.217-236 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dyer, Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X211061134
Schlagwörter	Predictor Variables; Academic Achievement; Dual Enrollment; Secondary School Students; Charter Schools; Reading Achievement; Writing Achievement; Scores; Academic Persistence; Grade Point Average; Questionnaires; College Readiness; Texas; Noncognitive Questionnaire + Suchen Sie Ihr Suchwort? Prädiktor; Schulleistung; Doppelstudium; Sekundarschüler; Charter school; Charter-Schule; Leseleistung; Fragebogen
Abstract	Enrollment in dual credit classes has increased over the last 10 years benefiting K-20 education and high school students in providing an opportunity to obtain college credits and increasing postsecondary education enrollment. The purpose of this study was to investigate the predictors of achievement through the lens of Social Cognitive Theory by documenting cognitive and noncognitive factors of dual credit students in grades 9-12 at an east Texas university charter school. The Noncognitive Questionnaire was used to measure the noncognitive characteristics, and the Texas Success Initiative Assessment (TSI) reading and writing scores were used as the cognitive measurement. Multiple regression analysis, using weighted least squares, found TSI writing and positive self-concept to be significant predictors of achievement. The findings from this study could suggest states and districts to consider admission requirements for dual credit classes to include other cognitive and/or noncognitive artifacts for admission decisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01