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College Students Speak Success

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Abstract

This qualitative study used a phenomenological approach to explore college students’ perceptions of noncognitive variables leading to academic success. Twenty-nine public university undergraduate students in their sophomore year or higher were asked to complete a questionnaire asking for their reflections on what leads to college academic success. A controversial issue described in the literature was brought to life during subsequent interviews with select individuals. Achievement and intelligence tests might be an unnecessary barrier for students striving to go to college. An argument was made that intelligence, and intelligence-based testing (i.e., SAT/ACT), was not a major prognosticator of college success.

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Authors and Affiliations

  1. Sam Houston State University, Huntsville, TX, USA

    Renee M. Fauria & Luana J. Zellner

Authors
  1. Renee M. Fauria
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  2. Luana J. Zellner
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Correspondence to Renee M. Fauria.

Appendix

Appendix

Renee M. Fauria, while a student in the Educational Leadership and Counseling program at Sam Houston State University (SHSU), developed the following interview items in partial fulfillment of her doctoral degree

figure a

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Fauria, R.M., Zellner, L.J. College Students Speak Success. J Adult Dev 22, 90–99 (2015). https://doi.org/10.1007/s10804-014-9203-0

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