Intellectual and Psychosocial Predictors of Success in the College Transition: A Multi-Ethnic Study of Freshmen Students on a Predominantly White Campus

This study investigated the predictive utility of gender, standardized test scores, and non-cognitive predictors for academic success and psychological well-being for a racially and ethnically diverse sample of 449 college students. Stress and coping models offered a coherent conceptualization of how non-cognitive factors may operate. Cross-ethnic comparisons revealed both similarities and differences between African Americans, Latino, Asian and White students. Intercorrelations supported the notion that the non-cognitive factors operated as adaptive personal resources, but less as specific social and cultural resources. Multiple regression analyses supported the predictive value of standardized test scores and gender for academic success, but the non-cognitive measures were stronger predictors of psychological well-being. Additionally, exploratory factor analyses within the multi-ethnic sample revealed seven revised non-cognitive factors which may have greater utility for more culturally diverse student populations i.e., support, confidence, initiative, leadership, career efficacy, interracial efficacy, and planning). Limitations of the study were discussed with implications for both future research and professional practice.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Sanders, Reliford Theopolis, Jr

Contributors dc:contributor

• Mark Aber

• Psychology, Developmental

Language dc:language

eng

Identifier

(MiAaPQ)AAI9812760

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/82229