Abstract
Motivation and, inferentially, commitment are critical, non-cognitive factors in college success. One needs to detect and measure these attributes prior to a student's acutal enrollment in classes since early detection of at-risk students can lead to the most productive intervention initiatives. Freshmen entering into La Salle University were required to complete a form used as a basis for advising. Students complying (n=427) and not complying (n=291) with the request were compared on high school grade point average (GPA), SAT scores, and first-term college GPA. The noncompliant students had lower credentials on the admissions criteria (high school GPA, SAT) as well as on the outcome measure (first-term college GPA), although the effect sizes were small. The findings support the contention that compliance with requirements is a proxy for academic motivation and can serve as a cue to how well a student will perform.
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