Predicting the Academic Success of Female Engineering Students During the First Year of College Using the SAT and Non-Cognitive Variables

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dc.contributor.authorLovegreen, Therese A.en
dc.contributor.committeechairCreamer, Donald G.en
dc.contributor.committeememberTurrentine, Cathryn G.en
dc.contributor.committeememberCross, Landrum L.en
dc.contributor.departmentHigher Education and Student Affairsen
dc.date.accessioned2014-03-14T20:34:15Zen
dc.date.adate2003-05-06en
dc.date.available2014-03-14T20:34:15Zen
dc.date.issued2003-04-24en
dc.date.rdate2004-05-06en
dc.date.sdate2003-04-25en
dc.description.abstractThe purpose of this study was to determine the value of the Non Cognitive Questionnaire (NCQ) and the Scholastic Aptitude Test (SAT) in predicting the academic achievement of first year female engineering students. Ancis and Sedlacek (1997) studied non-cognitive variables with a general population of undergraduate women. Their study validated the NCQ as a predictor of academic success for women students. The present study extends the work of Ancis and Sedlacek to examine female engineering students, a group for which no similar study has yet been published.Participants included 100 female first-year engineering students at a large, public Doctoral Research รข Extensive institution located in the mid-Atlantic region of the United States. By race or ethnicity, the participants were White, Non-Hispanic (81%), Black Non-Hispanic (9%), Asian or Pacific Islander (4%), Hispanic or Latino (1%), Non-Resident Alien (1%), and Unknown Race or Ethnicity (6%). This study defined academic achievement as first semester Grade Point Average, which was used as the dependent variable. Participants completed the NCQ during summer orientation. NCQ scale scores and SAT Verbal and Math scores were used as independent variables in a step-wise regression analysis.The major finding of this study was that the NCQ scale scores did not add to the predictive value of the SAT scores in determining the first semester GPA of female engineering students. This was an unexpected finding in light of previous research that had documented the value of using non-cognitive variables, and specifically the NCQ, to predict the academic success of groups that are a minority in their educational settings.Because the major finding of this study is at odds with a large body of similar studies, the most important implications of this study relate to understanding this difference. Included in the discussion are questions about the methodology used in previous NCQ studies and about the influence of the single institution that has been the site of almost all previous NCQ research.en
dc.description.degreeMaster of Artsen
dc.identifier.otheretd-04252003-184329en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04252003-184329/en
dc.identifier.urihttp://hdl.handle.net/10919/31905en
dc.publisherVirginia Techen
dc.relation.haspartFinalThesisETD.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectWomen in Engineeringen
dc.subjectSATen
dc.subjectNon-cognitive variablesen
dc.subjectNCQen
dc.subjectFemale Engineersen
dc.subjectAcademic Successen
dc.subjectGender rolesen
dc.subjectPredicting Academic Successen
dc.titlePredicting the Academic Success of Female Engineering Students During the First Year of College Using the SAT and Non-Cognitive Variablesen
dc.typeThesisen
thesis.degree.disciplineHigher Education and Student Affairsen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Artsen

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