Senkpeil, R. R., & Berger, E. J. (2016, June), Impact of Non-Cognitive Factors on First-Year Performance  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25545

\bibitem{asee_peer_25545}
  Senkpeil, R. R., \& Berger, E. J. (2016, June), \emph{Impact of Non-Cognitive Factors on First-Year Performance}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25545

Ryan R. Senkpeil and Edward J. Berger.  "Impact of Non-Cognitive Factors on First-Year Performance".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25545 Internet.  10 Jan, 2025

\bibitem{asee_peer_25545}
  Ryan R. Senkpeil and Edward J. Berger.
  "Impact of Non-Cognitive Factors on First-Year Performance".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25545 Internet.  10 Jan, 2025

@INPROCEEDINGS{asee_peer_25545
author = "Ryan R. Senkpeil and Edward J. Berger"
title = "Impact of Non-Cognitive Factors on First-Year Performance"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25545}
number = {10.18260/p.25545}
}

TY  - CPAPER
AB  - This research paper describes the study of non-cognitive factors and their impact on student academic outcomes, including consideration of previous academic performance. The connection between prior academic performance factors, such as high school GPA and standardized test scores, and the performance of first year engineering students (as measured by GPA) has been well established. While it has been shown that up to 45% of the variation in first year student performance can be explained by a combination of high school GPA and standardized test scores, this still leaves over half of the variation unaccounted for. Some of this variation may be accounted for by a series of non-cognitive factors. A non-cognitive inventory was created using the 10-Item Big Five Survey, the Short Grit Survey, and two subscales from the Motivated Strategies for Learning Questionnaire (Test Anxiety and Time and Study Environment). Data was collected using this survey from freshman and sophomore engineering students at a large, public research university in the Midwest. Using hierarchical multiple regressions, students’ first year grades were regressed onto their previous academic performance as well as their scores in the non-cognitive inventory. Initial results indicate that the inclusion of non-cognitive factors alongside previous academic performance improved the predictability of students’ first year GPA by an additional 16 percentage points compared to a model that only included previous performance. The paper suggests both a theoretical grounding for this result, as well as possible implications for student support services.
AU  - Ryan R. Senkpeil
AU  - Edward J. Berger
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Impact of Non-Cognitive Factors on First-Year Performance
UR  - https://peer.asee.org/25545
DO  - 10.18260/p.25545
ER  -