Hesser A, Cregler L L, Lewis L
Student Education Enrichment Programs, Medical College of Georgia, Augusta 30912, USA.
Acad Med. 1998 Feb;73(2):187-91. doi: 10.1097/00001888-199802000-00018.
To identify cognitive and noncognitive variables as predictors of the admission into medical school of African American college students who have participated in summer academic enrichment programs (SAEPs).
The study sample comprised 309 African American college students who participated in SAEPs at the Medical College of Georgia School of Medicine from 1980 to 1989 and whose educational and occupational statuses were determined by follow-up tracking. A three-step logistic regression was used to analyze the data (with alpha = .05); the criterion variable was admission to medical school. The 17 predictor variables studied were one of two types, cognitive and noncognitive. The cognitive variables were (1) Scholastic Aptitude Test mathematics (SAT-M) score, (2) SAT verbal score, (3) college grade-point average (GPA), (4) college science GPA, (5) SAEP GPA, and (6) SAEP basic science GPA (BSGPA). The noncognitive variables were (1) gender, (2) highest college level at the time of the last SAEP application, (3) type of college attended (historically African American or predominately white), (4) number of SAEPs attended, (5) career aspiration (physician or another health science option) (6) parents who were professionals, (7) parents who were health care role models, (8) evidence of leadership, (9) evidence of community service, (10) evidence of special motivation, and (11) strength of letter of recommendation in the SAEP application. For each student the rating scores for the last four noncognitive variables were determined by averaging the ratings of two judges who reviewed relevant information in each student's file.
In step 1, which explained 20% of the admission decision variance, SAT-M score, SAEP BSGPA, and college GPA were the three significant cognitive predictors identified. In step 2, which explained 31% of the variance, the three cognitive predictors identified in step 1 were joined by three noncognitive predictors: career aspiration, type of college, and number of SAEPs attended. In step 3, which explained 29% of the variance, two cognitive variables (SAT-M score and SAEP BSGPA) and two noncognitive variables (career aspiration and strength of recommendation letter) were identified.
The results support the concept of using both cognitive and noncognitive variables when selecting African American students for pre-medical school SAEPs.
确定认知和非认知变量，以此作为参加暑期学术强化项目（SAEPs）的非裔美国大学生进入医学院的预测指标。
研究样本包括309名非裔美国大学生，他们于1980年至1989年期间参加了佐治亚医学院的暑期学术强化项目，其教育和职业状况通过后续跟踪得以确定。采用三步逻辑回归分析数据（α = 0.05）；标准变量是进入医学院。所研究的17个预测变量分为认知和非认知两类。认知变量包括：（1）学术能力评估测试数学（SAT-M）成绩、（2）SAT语文成绩、（3）大学平均绩点（GPA）、（4）大学理科平均绩点、（5）暑期学术强化项目平均绩点、（6）暑期学术强化项目基础科学平均绩点（BSGPA）。非认知变量包括：（1）性别、（2）最后一次申请暑期学术强化项目时的最高大学年级、（3）就读大学类型（历史上的黑人大学或主要为白人的大学）、（4）参加暑期学术强化项目的次数、（5）职业抱负（医生或其他健康科学方向）、（6）父母为专业人士、（7）父母为医疗榜样、（8）领导能力证明、（9）社区服务证明、（10）特殊动机证明、（11）暑期学术强化项目申请中的推荐信力度。对于每个学生，最后四个非认知变量的评分是通过对两名审查每个学生档案中相关信息的评委的评分进行平均得出的。
在解释了录取决定方差20%的第1步中，SAT-M成绩、暑期学术强化项目基础科学平均绩点和大学平均绩点是确定的三个显著认知预测指标。在解释了31%方差的第2步中，第1步确定的三个认知预测指标与三个非认知预测指标相结合：职业抱负、大学类型和参加暑期学术强化项目的次数。在解释了29%方差的第3步中，确定了两个认知变量（SAT-M成绩和暑期学术强化项目基础科学平均绩点）和两个非认知变量（职业抱负和推荐信力度）。
研究结果支持在为非裔美国学生选择医学院预科暑期学术强化项目时同时使用认知和非认知变量的理念。
