Predictive variables and scholastic performance of adults on a college campus

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dorothy Jean Eason (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Harold J. Mahoney

Abstract: An investigation was undertaken to determine the relationships which exist for adult college students between demographic and behavioral variables available for prediction and a measure of scholastic performance. Extensive review of theoretical and research literature suggested the need for detailed understanding of these relationships in light of changing demands for college admissions. The subjects were 186 adult students enrolled at the University of North Carolina at Greensboro during the fall semester of 1973. They had been admitted to coursework through a special admissions process which involved a pre-entry interview with a continuing education counselor. Data were collected from application and registration records as well as interview notes. Ten categorical descriptive variables and seven continuous interval performance measures were viewed as independent or predictor variables. The criterion measure of academic performance was the traditional grade point average computed at the close of the term. Statistical analyses applied to the variables included chi square tests for frequency variations from chance, analyses of variance (simple and two-factor designs), Pearson product-moment correlation coefficients, multiple regression and discriminant analysis techniques.

Additional Information

Language: English
Date: 1974
Prediction of scholastic success
Adult education $x Research

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