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Academic Encounters of American Indian Freshmen. Edition No. 1
VDM Publishing House, December 2008, Pages: 176
American Indian college student graduation rates
remain the lowest of any other group in the United
States. Non-cognitive factors relating to
adjustment, motivation, and perceptions, such as
self-concept and leadership experience, may be more
significant predictors for Native students than
traditional intellectual factors. Using
Pascarella’s college impact model that draws on
multiple lenses to predict academic success, rather
than merely predicting with test scores, the author
examines the extent academic success of Native
freshmen students is impacted by pre-college,
during-college, and non-cognitive factors. Non-
cognitive factors relating to adjustment,
motivation, and perception are measured using
Sedlacek’s Non-Cognitive Questionnaire designed to
assess attributes not typically measured by other
instruments. Integrating this method may provide
a more effective assessment and evaluative approach
for predicting student ability. By identifying
factors that promote success during the first year
of college, this book provides administrators,
faculty and counselors with additional tools to
understand and improve student achievement.
Pamela, Louderback.
Dr. Pamela Louderback has worked over 20 years as an academic
librarian and educator. She received her doctorate
from Oklahoma State University. Her research interests are
integrating technology in the curriculum, knowledge management,
and college transition for students. She currently lives in
Tulsa with her husband and daughter.
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