Intellective and Nonintellective Factors Associated with the Academic Performance of Black and White, Traditional and Nontraditional College Students.

Abstract

Opportunity Award students, 40 white and 119 Black, and non-Opportunity Award students, 64 White and 54 Black, from the University of Michigan were examined in a study of the predictability of academic performance. Intellective measures (Scholastic Aptitude Tests scores, High School Percentile Rank, High School Percentile Rank Among UM Freshpersons and Reading Speed and Reading Accuracy) and nonintellective measures (the Opinion, Attitude and Interest Survey, and Internal-External Control Scales, and Educational Orientation measures) were compared as predictors of cumulative college grade point average (CGPA). The data were also examined by sex and year in college. High st and ing on SAT-Verbal score, SAT-Math score or High School Percentile Rank was hypothesized to be positively and significantly associated with high CGPA for both traditional and non-traditional, Black and White Opportunity Award students and Black and White R and om Sample students. This relationship was expected to be weaker for nontraditional students. Results confirmed SAT-Verbal score as a significant predictor of CGPA for all but White Opportunity Award students. SAT-Math scores significantly predicted CGPA for the total sample and for White and Black Opportunity Award students, but not for R and om Sample students. Sex and year-in-college differences were also noted. High School Percentile Rank, High School Percentile Rank among UM Freshpersons, Reading Speed and Reading Accuracy scores were not significant in combination with SAT scores. Nonintellective variables proved more significant as predictors of CGPA for nontraditional than for traditional students. The Achiever Personality scale of the Opinion, Attitude and Interest Survey and Intellectual-Esthetic Orientation to Education were significant CGPA predictors for BOA students. Instrumental-Occupational Orientation proved significant for Black R and om Sample students and Control Ideology of the Internal-External Control measure significantly and negatively predicted CGPA for White Opportunity Award students. Some sex and year-in-college differences in predictability were also noted. Higher educational institutions were encouraged to consider SAT scores, achievement motivation, intellectual and instrumental orientations, and control ideology in admitting nontraditional students. Caseworkers, group workers, community organizers and administrators in educational settings were urged to assume an active role in the adjustment of nontraditional students and in informing faculty about cultural differences.