Kegel-Flom P
Am J Optom Physiol Opt. 1986 Sep;63(9):774-80. doi: 10.1097/00006324-198609000-00012.
Why do some students who qualify for admission to optometry school become academic dropouts while others succeed? This question was addressed in a study which compared the admission records of 21 academic dropouts from three classes at the University of Houston College of Optometry (UHCO) with 269 retained students. Academic dropouts were found to have significantly lower preoptometry grades, lower Optometry College Admission Test (OCAT) scores, attended less competitive (i.e., less selective) undergraduate institutions, scored lower on the California Psychological Inventory (CPI), and were older than retained students. When these differentiating admission variables, excepting age, were applied to a new entering class, prediction of subsequent academic dismissal or serious academic difficulty was highly accurate. However, it was found that such prediction must take into account not only areas of weakness, i.e., academic and psychological factors which place a student at risk, but also areas of strength which give the student an advantage. For all students, regardless of age, sex, or ethnic origin, it was the ratio of "advantage" factors to "risk" factors which gave the most valid prediction of academic success or failure.
为什么一些符合验光学校入学资格的学生成为了学业辍学者，而另一些却取得了成功？一项研究探讨了这个问题，该研究将休斯顿大学验光学院（UHCO）三个班级的21名学业辍学者的入学记录与269名留校学生的记录进行了比较。研究发现，学业辍学者的验光预科成绩显著较低，验光学院入学考试（OCAT）分数较低，就读于竞争力较弱（即选择性较低）的本科院校，在加利福尼亚心理调查表（CPI）上得分较低，且年龄比留校学生大。当将这些除年龄外的区分入学变量应用于一个新入学班级时，对后续学业退学或严重学业困难的预测非常准确。然而，研究发现，这样的预测不仅要考虑薄弱环节，即那些使学生处于风险中的学业和心理因素，还要考虑给予学生优势的优势环节。对于所有学生，无论年龄、性别或种族出身，“优势”因素与“风险”因素的比例才是对学业成败最有效的预测指标。
