An exploration of selected noncognitive variables as predictors of success in basic nursing education programs

Abstract

Prediction of success in nursing education has centered primarily on cognitive variables with resulting predictions of 30 to 45% of the variance. Noncognitive predictors have been found to correlate with success in academic endeavors other than nursing. Most studies of noncognitive predictors utilize one or two variables.

The purpose of this study was to explore the relationship of social support, life change events, locus of control, and self-esteem as predictors of success in basic nursing education. The study population was a sample of 195 students completing the final semester in two associate degree and two baccalaureate degree nursing programs in one state. The Norbeck Social Support Questionnaire was used to assess social support, the Life Experiences Survey to determine life change events scores, Levenson's I, P, and C Scales was used to assess locus of control, and the Tennessee Self Concept Scale was administered to determine self-esteem.

Selected demographic data were collected and analyzed to reflect frequencies, trends, and other general characteristics. Success, the dependent variable, was the cumulative college grade-point average. Multiple regression analyses revealed that three of the 10 independent variables (self-esteem, negative life change events, and social support loss) contributed 7% to the prediction of success in basic nursing education in this study. When analyzed separately, it was found that the three variables predicted 10.2% of the explained variance for the associate degree group but that there were no significant predictors for the baccalaureate degree group.