Predictors of Academic Achievement in Dual Credit Students

Kelly Dyer, Gina Childers, Michael R.L. Odell

Research output: Contribution to journalArticlepeer-review

Abstract

Enrollment in dual credit classes has increased over the last 10 years benefiting K-20 education and high school students in providing an opportunity to obtain college credits and increasing postsecondary education enrollment. The purpose of this study was to investigate the predictors of achievement through the lens of Social Cognitive Theory by documenting cognitive and noncognitive factors of dual credit students in grades 9–12 at an east Texas university charter school. The Noncognitive Questionnaire was used to measure the noncognitive characteristics, and the Texas Success Initiative Assessment (TSI) reading and writing scores were used as the cognitive measurement. Multiple regression analysis, using weighted least squares, found TSI writing and positive self-concept to be significant predictors of achievement. The findings from this study could suggest states and districts to consider admission requirements for dual credit classes to include other cognitive and/or noncognitive artifacts for admission decisions.

Original languageEnglish
Pages (from-to)217-236
Number of pages20
JournalJournal of Advanced Academics
Volume33
Issue number2
DOIs
StatePublished - May 2022

Keywords

  • academic achievement
  • dual credit
  • noncognitive factors
  • social cognitive theory

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