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dc.contributor.advisorDavis, James Earl, 1960-
dc.creatorMendrinos, Niki
dc.date.accessioned2020-11-04T16:57:19Z
dc.date.available2020-11-04T16:57:19Z
dc.date.issued2014
dc.identifier.other914186488
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3274
dc.description.abstractStandardized tests such as the SAT and ACT claim to predict students' success in college. Colleges and universities place a considerable emphasis on these test scores when reviewing and deciding on applicants. However, over the years, institutional leaders and academic researchers have questioned whether the SAT/ACT tests truly measure the skills needed for success in college and throughout life. This study uses non-cognitive variables to focus to what students with strong high-school grade point averages (HSGPAs), low SAT/ACT test scores (under 1000 on the 1600 point scale for the SAT, or 21 or lower on the ACT), and who completed college in four years with an overall 3.5 or higher college GPA, attributed or perceived their abilities for college success. The study also investigated these students' perceptions and beliefs about these tests (have they hindered their abilities or potential for college success), and how these students thought non-cognitive factors should be considered in the admission's process. In addition, the study compares this group of students to the rest of the incoming freshman class.
dc.format.extent165 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Administration
dc.subjectCollege Success
dc.subjectNoncognitive
dc.subjectSat/act
dc.subjectStandardized Tests
dc.subjectStudent Success
dc.subjectTest Scores
dc.titleBEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberSchifter, Catherine
dc.contributor.committeememberDegnan, James W.
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberFiorello, Catherine A.
dc.description.departmentEducational Administration
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3256
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-11-04T16:57:19Z


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