The Relationship Between Academic Confidence and Academic Achievement of Selected First Time Students at Grand View College

Abstract

The problem. Colleges and universities experience limited success using traditional criteria for identifying academically at-risk students. This study used College Student Inventory, Nelson Denny Reading Test scores, and GPA to investigate the relationship among academic achievement, confidence, and study habits for selected academically at-risk students at Grand View College. Procedures. Students scoring below the 35th percentile on the Nelson Denny Reading Test who were advised and enrolled in College Level Reading (n = 24) were paired with students who were advised but did not enroll in College Level Reading (n = 22) Fall 1991. Posttest results and first semester grade point averages were compared. Findings. The small number of students in the control group for whom all data were available (n = 6) prevented completion of meaningful calculations. However, simple comparisons revealed greater gains for the experimental group on all measures. Further analysis of at-risk students (n = 19) who enrolled in College Level Reading indicated statistically significant levels of mean grade equivalency gain (t-Test = 10.17 p = .0001) on the Nelson Denny Reading Test. Conclusions. Students enrolled in College Level Reading achieved statistically significant gains in achievement on the Nelson Denny Reading Test in one semester, but correlations between achievement, confidence, and study habits. were not statistically significant despite indications of a positive relationship. The characteristic elusiveness of academically at-risk students coupled with limited time allowed for intervention could have influenced results. Recommendations. A repeated study with larger numbers of students for a longer period of intervention would be recommended.