Boyle K K
J Nurs Educ. 1986 May;25(5):186-92. doi: 10.3928/0148-4834-19860501-05.
Entering grade point average (ENTGPA), American College Test Assessment (ACT), high school rank (HSRANK), high school GPA (HSGPA), number of college credit hours prior to program admission (HRSPTA), age at admission, and an index of applicant motivation and related experience (MEP) were investigated to determine the best predictive combination of variables for success among minorities in a baccalaureate nursing program. Final GPA, program completion, and State Board Examination (SBTPE) performance were used as indicators of success. Minority students (N = 145) admitted between 1971-1981 were identified by record review. Two minority subgroups, blacks (n = 111) and nonblack minorities (n = 34) were compared using multiple regression and discriminant analysis procedures. ACT was the strongest, most consistent predictor of SBTPE performance and final GPA for all minorities. ENTGPA and ACT provided substantial predictive power for both subgroups, but explained markedly less variance for blacks. HSGPA, HRSPTA, and HSRANK explained some variance differently by subgroup. ENTGPA provided the only discrimination between graduates and dropouts. Cognitive attributes are critical to academic success among minorities, although predictors may vary in explanatory power by minority group. Variables interfering with program completion need to be explored.
研究了入学平均绩点（ENTGPA）、美国大学考试评估（ACT）、高中排名（HSRANK）、高中平均绩点（HSGPA）、入学前获得的大学学分数量（HRSPTA）、入学年龄以及申请人动机和相关经验指数（MEP），以确定本科护理项目中少数族裔成功的最佳预测变量组合。最终平均绩点、项目完成情况和州委员会考试（SBTPE）成绩被用作成功的指标。通过查阅记录确定了1971年至1981年间录取的少数族裔学生（N = 145）。使用多元回归和判别分析程序对两个少数族裔亚组，即黑人（n = 111）和非黑人少数族裔（n = 34）进行了比较。ACT是所有少数族裔SBTPE成绩和最终平均绩点最强、最一致的预测指标。ENTGPA和ACT对两个亚组都具有显著的预测能力，但对黑人的方差解释明显较少。HSGPA、HRSPTA和HSRANK在不同亚组中对部分方差的解释有所不同。ENTGPA是毕业生和辍学者之间唯一的区分因素。认知属性对少数族裔的学业成功至关重要，尽管不同少数族裔群体的预测指标在解释力上可能存在差异。需要探索影响项目完成的变量。
