{"id":{"repo_id":"utc","oai_identifier":"oai:scholar.utc.edu:theses-1116"},"canonical_url":"https://search.dev.ndltd.org/etd/utc/oai:scholar.utc.edu:theses-1116","repository":{"repo_id":"utc","name":"University of Tennessee - Chattanooga","base_url":"https://scholar.utc.edu/do/oai/"},"display":{"title":"Exploring the use of non-cognitive factors in predicting college academic outcomes","abstract":"The present study evaluated the incremental utility of a blended model of cognitive and non-cognitive variables versus a cognitive-only set of variables to predict academic success among new college students. Traditional cognitive predictors include high school grade point average and ACT scores. The non-cognitive factors of interest were grit, goal orientation, and academic self-efficacy. It was hypothesized that the blended model would demonstrate stronger predictive validity than cognitive predictors alone, grit would be associated with goal orientations and academic self-efficacy, and that academic self-efficacy would mediate the relationship between other non-cognitive predictors and academic success outcomes. The results from archival data (N = 8,742) and online survey collection (N = 624) suggest non-cognitive factors improve traditional prediction models, particularly through grit and academic self-efficacy. Self-efficacy also mediated the non-cognitive to academic success relationship. Higher Educational institutions could consider the implementation of blended models, using key non-cognitive predictors.","abstract_html":"The present study evaluated the incremental utility of a blended model of cognitive and non-cognitive variables versus a cognitive-only set of variables to predict academic success among new college students. Traditional cognitive predictors include high school grade point average and ACT scores. The non-cognitive factors of interest were grit, goal orientation, and academic self-efficacy. It was hypothesized that the blended model would demonstrate stronger predictive validity than cognitive predictors alone, grit would be associated with goal orientations and academic self-efficacy, and that academic self-efficacy would mediate the relationship between other non-cognitive predictors and academic success outcomes. The results from archival data (N = 8,742) and online survey collection (N = 624) suggest non-cognitive factors improve traditional prediction models, particularly through grit and academic self-efficacy. Self-efficacy also mediated the non-cognitive to academic success relationship. Higher Educational institutions could consider the implementation of blended models, using key non-cognitive predictors.","abstract_has_math":false,"creators":["Cooper, Ashley D."],"institution":"University of Tennessee at Chattanooga","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Cunningham, Christopher J. L.","O'Leary, Brian J.; Biderman, Michael D.; Elwell, J. Scott; Ainsworth, A. Jerald","College of Arts and Sciences"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:46:11Z","subjects":["Prediction of scholastic success","Academic achievement -- Psychological aspects","Self-efficacy"],"languages":["English","eng"],"rights":[],"rights_urls":["https://rightsstatements.org/page/InC/1.0/?language=en"],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.utc.edu/theses/117","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cunningham, Christopher J. L.","O'Leary, Brian J.; Biderman, Michael D.; Elwell, J. Scott; Ainsworth, A. 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The results from archival data (N = 8,742) and online survey collection (N = 624) suggest non-cognitive factors improve traditional prediction models, particularly through grit and academic self-efficacy. Self-efficacy also mediated the non-cognitive to academic success relationship. Higher Educational institutions could consider the implementation of blended models, using key non-cognitive predictors."]},{"key":"dc:title","label":"Title","values":["Exploring the use of non-cognitive factors in predicting college academic outcomes"]}]}],"canonical_facts":{"dc:contributor":["Cunningham, Christopher J. L.","O'Leary, Brian J.; Biderman, Michael D.; Elwell, J. Scott; Ainsworth, A. Jerald","College of Arts and Sciences"],"dc:creator":["Cooper, Ashley D."],"dc:date":["2014-05-01T07:00:00Z"],"dc:description":["Dept. of Psychology","M. S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science."],"dc:description.abstract":["The present study evaluated the incremental utility of a blended model of cognitive and non-cognitive variables versus a cognitive-only set of variables to predict academic success among new college students. Traditional cognitive predictors include high school grade point average and ACT scores. The non-cognitive factors of interest were grit, goal orientation, and academic self-efficacy. It was hypothesized that the blended model would demonstrate stronger predictive validity than cognitive predictors alone, grit would be associated with goal orientations and academic self-efficacy, and that academic self-efficacy would mediate the relationship between other non-cognitive predictors and academic success outcomes. The results from archival data (N = 8,742) and online survey collection (N = 624) suggest non-cognitive factors improve traditional prediction models, particularly through grit and academic self-efficacy. Self-efficacy also mediated the non-cognitive to academic success relationship. Higher Educational institutions could consider the implementation of blended models, using key non-cognitive predictors."],"dc:identifier":["https://scholar.utc.edu/theses/117"],"dc:language":["English","eng"],"dc:publisher":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"],"dc:relation":["Masters Theses and Doctoral Dissertations"],"dc:rights":["https://rightsstatements.org/page/InC/1.0/?language=en"],"dc:subject":["Prediction of scholastic success","Academic achievement -- Psychological aspects","Self-efficacy"],"dc:title":["Exploring the use of non-cognitive factors in predicting college academic outcomes"],"dc:type":["Masters theses","Text"]},"updated_at":"2026-07-24T05:46:11Z"}