{"id":{"repo_id":"siu-theses","oai_identifier":"oai:opensiuc.lib.siu.edu:dissertations-1219"},"canonical_url":"https://search.dev.ndltd.org/etd/siu-theses/oai:opensiuc.lib.siu.edu:dissertations-1219","repository":{"repo_id":"siu-theses","name":"Southern Illinois University","base_url":"https://opensiuc.lib.siu.edu/do/oai/"},"display":{"title":"CULTURE COUNTS: IMPROVING NON-COGNITIVE ASSESSMENT FOR PREDICTING RETENTION AND ACADEMIC SUCCESS IN A SAMPLE OF AFRICAN AMERICAN COLLEGE STUDENTS","abstract":"The aim of the current study was to explore the effects of non-cognitive variables in predicting GPA, institutional commitment, and retention in a sample of African American college students. Specifically, the researcher examined the validity in measuring and utilizing culture specific factors in identifying and intervening with first-year college students. Participants were given measures of positive self-concept, cultural mistrust, cultural congruity, managing discrimination, seeking help, educational value, and financial preparation in addition to a standard measure of non-cognitive predictors. Additionally, participants received one of three interventions (waitlist-control, academic advising, and culturally infused academic advising) with the intent to improve non-cognitive functioning. Analyses of the results suggest that cultural components significantly impact student performance and institutional commitment. No evidence was found to support a change in retention. Implications of these finding and limitations to this study are discussed.","abstract_html":"The aim of the current study was to explore the effects of non-cognitive variables in predicting GPA, institutional commitment, and retention in a sample of African American college students. Specifically, the researcher examined the validity in measuring and utilizing culture specific factors in identifying and intervening with first-year college students. Participants were given measures of positive self-concept, cultural mistrust, cultural congruity, managing discrimination, seeking help, educational value, and financial preparation in addition to a standard measure of non-cognitive predictors. Additionally, participants received one of three interventions (waitlist-control, academic advising, and culturally infused academic advising) with the intent to improve non-cognitive functioning. Analyses of the results suggest that cultural components significantly impact student performance and institutional commitment. No evidence was found to support a change in retention. Implications of these finding and limitations to this study are discussed.","abstract_has_math":false,"creators":["Caldwell, Taisha L."],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Campus Only Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Komarraju, Meera"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-12-01T08:00:00Z","date_published":"2010-12-01T08:00:00Z","updated_at":"2026-07-24T04:33:31Z","subjects":["Achievement Motivation","African American","Assessment","College Retention","Cultural Mistrust","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://opensiuc.lib.siu.edu/dissertations/219","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Komarraju, Meera"]},{"key":"dc:creator","label":"Author","values":["Caldwell, Taisha L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Only Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Achievement Motivation","African American","Assessment","College Retention","Cultural Mistrust","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://opensiuc.lib.siu.edu/dissertations/219"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The aim of the current study was to explore the effects of non-cognitive variables in predicting GPA, institutional commitment, and retention in a sample of African American college students. Specifically, the researcher examined the validity in measuring and utilizing culture specific factors in identifying and intervening with first-year college students. Participants were given measures of positive self-concept, cultural mistrust, cultural congruity, managing discrimination, seeking help, educational value, and financial preparation in addition to a standard measure of non-cognitive predictors. Additionally, participants received one of three interventions (waitlist-control, academic advising, and culturally infused academic advising) with the intent to improve non-cognitive functioning. Analyses of the results suggest that cultural components significantly impact student performance and institutional commitment. No evidence was found to support a change in retention. Implications of these finding and limitations to this study are discussed."]},{"key":"dc:title","label":"Title","values":["CULTURE COUNTS: IMPROVING NON-COGNITIVE ASSESSMENT FOR PREDICTING RETENTION AND ACADEMIC SUCCESS IN A SAMPLE OF AFRICAN AMERICAN COLLEGE STUDENTS"]}]}],"canonical_facts":{"dc:contributor":["Komarraju, Meera"],"dc:creator":["Caldwell, Taisha L."],"dc:description.abstract":["The aim of the current study was to explore the effects of non-cognitive variables in predicting GPA, institutional commitment, and retention in a sample of African American college students. Specifically, the researcher examined the validity in measuring and utilizing culture specific factors in identifying and intervening with first-year college students. Participants were given measures of positive self-concept, cultural mistrust, cultural congruity, managing discrimination, seeking help, educational value, and financial preparation in addition to a standard measure of non-cognitive predictors. Additionally, participants received one of three interventions (waitlist-control, academic advising, and culturally infused academic advising) with the intent to improve non-cognitive functioning. Analyses of the results suggest that cultural components significantly impact student performance and institutional commitment. No evidence was found to support a change in retention. Implications of these finding and limitations to this study are discussed."],"dc:identifier":["https://opensiuc.lib.siu.edu/dissertations/219"],"dc:subject":["Achievement Motivation","African American","Assessment","College Retention","Cultural Mistrust","Education"],"dc:title":["CULTURE COUNTS: IMPROVING NON-COGNITIVE ASSESSMENT FOR PREDICTING RETENTION AND ACADEMIC SUCCESS IN A SAMPLE OF AFRICAN AMERICAN COLLEGE STUDENTS"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Campus Only Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T04:33:31Z"}