Alichnie M C, Bellucci J T
Nurs Res. 1981 Jan-Feb;30(1):49-53. doi: 10.1097/00006199-198101000-00017.
The best predictor of achievement in college when cognitive and noncognitive variables were tested in two classes of freshmen nursing students (1975 and 1976) at Wilkes College, Wilkes-Barre, Pennsylvania, was the Aptitude Test for Nursing. Cognitive variables significant in 1975 were mathematics Scholastic Aptitude Test scores and high school rank, while in 1976 arithmetic formulation entered into the regression equations as did the noncognitive variable of conformity. A discrepancy was found between 1975 and 1976 predictor variables of dropping out of nursing. For the 1975 freshman class, science grade point average and the support scale of the Gordon Survey of Interpersonal Values were the best predictors of dropping out of the nursing program; in the 1976 class, nursing GPA alone was the best predictor of dropping out. Although an intercorrelation was noted between science GPA and nursing GPA, the success of predicting dropping out of nursing in relationship to science GPA and nursing GPA appeared to be unstable.
在宾夕法尼亚州威尔克斯-巴里的威尔克斯学院，对两个班级的新生护理专业学生（1975级和1976级）进行认知和非认知变量测试时，护理能力倾向测试是大学学业成绩的最佳预测指标。1975年显著的认知变量是数学学业能力倾向测试成绩和高中排名，而在1976年，算术公式以及顺从这一非认知变量被纳入回归方程。1975年和1976年护理专业辍学的预测变量之间存在差异。对于1975级新生班级，理科平均绩点和戈登人际价值观调查的支持量表是护理专业辍学的最佳预测指标；在1976级班级中，仅护理平均绩点是辍学的最佳预测指标。尽管理科平均绩点和护理平均绩点之间存在相互关联，但与理科平均绩点和护理平均绩点相关的预测护理专业辍学的成功率似乎并不稳定。
