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PREDICTING COLLEGE STUDENTS' FIRST YEAR SUCCESS: SHOULD SOFT SKILLS BE TAKEN INTO CONSIDERATION TO MORE ACCURATELY PREDICT THE ACADEMIC ACHIEVEMENT OF COLLEGE FRESHMEN?

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dc.contributor.advisor Elleman, Amy en_US
dc.contributor.author Powell, Erica Dion en_US
dc.date.accessioned 2014-06-02T19:05:05Z
dc.date.available 2014-06-02T19:05:05Z
dc.date.issued 2013-02-28 en_US
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/3661
dc.description.abstract This study presents a survey developed to measure the skills of entering college freshmen in the areas of responsibility, motivation, study habits, literacy, and stress management, and explores the predictive power of this survey as a measure of academic performance during the first semester of college. The survey was completed by 334 incoming freshmen at a large university in Tennessee. Analyses showed that the survey was a reliable measure ( = .72). Reliability indices for the individual constructs were mixed: Responsibility ( = .54), coping with stress ( = .44), study habits/skills ( = .72), motivation ( = .38), and literacy ( = .71). To determine the construct validity of the survey as an assessment measure predictive of college academic performance during the first semester of college, we conducted correlations with ACT score and high school GPA. The total score on the survey showed significant correlation with both HS GPA (r (248) = .28, p < .01) and ACT (r (249) = .17, p < .01) demonstrating that the survey is likely tapping into some of the same skills as other measures highly regarded as estimating college readiness. In addition, analyses were conducted to consider whether the skills measured by the survey contributed to the variance in first semester college GPA above and beyond high school GPA and highest ACT score. The total score on the survey predicted variance above and beyond high school GPA and ACT score (1.2%). Finally, analyses conducted to determine which soft skill was the strongest predictor of first semester college GPA revealed that responsibility was the construct most highly correlated with first term college GPA. en_US
dc.publisher Middle Tennessee State University en_US
dc.subject.lcsh College freshmen Tennessee en_US
dc.subject.lcsh Soft skills en_US
dc.title PREDICTING COLLEGE STUDENTS' FIRST YEAR SUCCESS: SHOULD SOFT SKILLS BE TAKEN INTO CONSIDERATION TO MORE ACCURATELY PREDICT THE ACADEMIC ACHIEVEMENT OF COLLEGE FRESHMEN? en_US
dc.type Dissertation en_US
dc.contributor.committeemember Milligan, Charles en_US
dc.contributor.committeemember Kim, Jwa en_US
dc.contributor.committeemember Blackwell, Aleka en_US
dc.contributor.committeemember Fain, Jeanne en_US
dc.thesis.degreelevel Doctoral en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.subject.umi Education en_US
dc.subject.umi Reading instruction en_US
dc.description.degree Ph.D. en_US
dc.contributor.department Education en_US


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