Dissertation Abstract

An Assessment of the Descriptors and Determinants of Academic Success of Selected Allied Health Students in Virginia (Learning Style, Self-Concept).

This study assessed the relationship of cognitive and noncognitive variables in relationship to academic success of students from selected allied health majors: respiratory therapist (RTT), radiologic technology (RT), surgical technology (ST) and medical records technician (MRT) from hospital based and community college programs in Virginia. Student academic success was defined as academic (classroom) grade point average, clinical grade point average, cumulative grade point average and passing status. The cognitive variables were preclinical (high school) grade point average, academic, clinical and cumulative grade point averages. The noncognitive variables were character type, temperament type/preference for learning style, and the Sedlacek Noncognitive Questionnaire subscale scores. One hundred sixty-nine allied health technology students returned usable questionnaires which provided demographic data and an adaption of Sedlacek's Noncognitive Questionnaire (Tracey & Sedlacek, 1984). The students also completed the Keirsey Temperament Sorter (1978) (assessing character type, temperament type, and preference for learning style).

The data indicated that both cognitive and noncognitive variables correlate with student academic success. The noncognitive variables of temperament type/preference for learning styles, positive self-concept, preference for long range goals, availability of support, age, year of study and program base of study were significantly related to the student's academic success, achievement, reported as theoretical (academic) and/or clinical grade point average.

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