Research in Higher Education

, Volume 36, Issue 4, pp 473–490

Noncognitive predictors of achievement in introductory college chemistry

  • J. Daniel House
Article

DOI: 10.1007/BF02207907

Cite this article as:
Daniel House, J. Res High Educ (1995) 36: 473. doi:10.1007/BF02207907

Abstract

The purpose of this study was to investigate the predictive relationship between initial student attitudes, admissions test scores, years of high school math taken, and subsequent achievement in introductory college chemistry. Included in this study was a sample of 179 students who began as new freshmen during the same fall semester and took an introductory chemistry course during their first year of college. The results of this study indicated that noncognitive variables were significant predictors of student performance. These findings also indicated that, for some types of academic outcomes, noncognitive variables may be better predictors of achievement than traditional measures such as admissions test scores.

Copyright information

© Human Sciences Press, Inc. 1995

Authors and Affiliations

  • J. Daniel House
    • 1
  1. 1.Office of Institutional ResearchNorthern Illinois UniversityDeKalb