Effects of high school students’ noncognitive factors on their success at college

Abstract

ABSTRACT High school students’ academic preparation (e.g. high school GPA, ACT composite score, AP credits earned) predicts and helps explain their academic performance at college. However, the effects of noncognitive factors on college success is less clear. This study examined the effects of adding high school students’ (N = 2279) self-efficacy, motivation, sense of belonging and academic goal engagement to academic preparation, on academic success in college using structural equation modeling. Two models were compared: the basic model which included only academic preparation and the enhanced model which included both academic preparation and noncognitive factors. Results indicated that the enhanced model that included noncognitive factors provided a stronger explanation for college students’ success. Further, academic goal engagement was more closely associated with performance whereas belonging was more closely associated with retention. The results of the current study have important implications for college administrators and future research.