Predictors of College Readiness: An Analysis of the Student Readiness Inventory

• Main Author: Wilson, James K., III
• Format: Dissertation
• Language: English
• Published: ProQuest LLC 2012
• Subjects: Achievement Need; ACT Assessment; Class Rank; College Entrance Examinations; College Freshmen; College Preparation; College Readiness; Educational Indicators; Goal Orientation; Grade Point Average; Hierarchical Linear Modeling; High School Graduates; Individual Development; Majors (Students); Measures (Individuals); Multiple Regression Analysis; Performance Factors; Predictive Validity; Predictor Variables; Research Needs; SAT (College Admission Test); Scores; Standardized Tests; Success
• ISBN: 1267781289; 9781267781284

The purpose of this study was to better predict how a first semester college freshman becomes prepared for college. The theoretical framework guiding this study is Vrooms' expectancy theory, motivation plays a key role in success. This study used a hierarchical multiple regression model. The independent variables of interest included high school percentile class rank, composite ACT scores, composite SAT scores, and the 10 themes as measured by the Student Readiness Inventory (SRI) to address two research questions: What are the psychosocial factors identified by the SRI are most relevant in predicting college success? What conventional academic indicators are most relevant in predicting college success? The sample size for this study was 5279 (n), including a stratified random sample of first semester college freshman enrolled in credit bearing courses; these participants were deemed college ready by the university. Academic Discipline accounted for 4.2% of the variance in first semester college GPA, General Determination accounted for 1.7% of the variance, and the remaining psychosocial factors of the SRI accounted for less than 1% of the variance. High school percentile class rank accounted for 10.7% of the variance, composite ACT accounted for 5.9% of the variance, and composite SAT accounted for 5.6% of the variance. Future analysis could be completed within demographic groups to include a stratified random sample of participants by ethnicity, gender, or economic status. Such analysis would build on this body of research providing additional guidance admission officers and K-12 educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]