DeAngelis Susan
Department of Dental Hygiene, University of Arkansas for Medical Sciences, College of Health Related Professions, Little Rock, Arkansas 72205-7199, USA.
J Allied Health. 2003 Spring;32(1):52-7.
The purpose of this study was to examine comparatively the use of an atypical, noncognitive predictor of academic achievement, the Problem Solving Inventory (PSI), with the traditional cognitive measures of American College Testing (ACT) score and grade point average (CPA). A review of relevant literature on noncognitive variables as predictors of academic success is provided, followed by a general overview of the PSI and pertinent literature. In this study, the PSI was administered to 28 dental hygiene students, and a series of models were tested. The first model examined the relationship between the traditional cognitive predictors of academic success (ACT score and entering GPA) on academic outcomes (National Board Dental Hygiene Examination score and exit CPA). A second model examined the influence of the PSI composite score when added to the cognitive predictors. A third model examined the addition of the three PSI factor scores to the cognitive predictors. The addition of PSI scores in the second and third models increased the predictive capacity of the respective model. Bivariate correlations indicated a significant inverse relationship (p < 0.05) between the admissions variables of ACT score and entering OPA with PSI composite and factor scores. The PSI personal control factor score showed a significant (p < 0.05) inverse relationship with the outcome measures. Preliminary findings indicate that the PSI adds slightly to the predictive capacity of ACT score and entering GPA, although its usefulness in augmenting these traditional measures used in the student selection process requires further investigation. The PSI factor score of personal control may provide insight into a student's coping skills, potentially having implications on academic achievement.
本研究的目的是比较使用一种非典型的、学术成就的非认知预测指标——问题解决能力量表（PSI），与美国大学考试（ACT）成绩和平均绩点（CPA）等传统认知指标。文中提供了关于非认知变量作为学术成功预测指标的相关文献综述，随后是对PSI及相关文献的概述。在本研究中，对28名口腔卫生专业学生施测了PSI，并测试了一系列模型。第一个模型考察了学术成功的传统认知预测指标（ACT成绩和入学GPA）与学术成果（国家口腔卫生委员会考试成绩和毕业CPA）之间的关系。第二个模型考察了将PSI综合得分加入认知预测指标后的影响。第三个模型考察了将PSI的三个因子得分加入认知预测指标后的情况。在第二个和第三个模型中加入PSI得分提高了各自模型的预测能力。双变量相关性表明，ACT成绩和入学OPA的录取变量与PSI综合得分和因子得分之间存在显著的负相关关系（p < 0.05）。PSI个人控制因子得分与结果指标之间存在显著的（p < 0.05）负相关关系。初步研究结果表明，PSI对ACT成绩和入学GPA的预测能力略有提升，不过其在增强学生选拔过程中使用的这些传统指标方面的效用仍需进一步研究。个人控制的PSI因子得分可能有助于深入了解学生的应对技能，这可能对学术成就产生影响。
