Noncognitive predictors of academic performance. Going beyond the traditional measures.

Going Beyond the Traditional Measures The purpose of this study was to examine comparatively the use of an atypical, noncognitive predictor of academic achievement, the Problem Solving Inventory (PSI), with the traditional cognitive measures of American College Testing (ACT) score and grade point average (GPA). A review of relevant literature on noncognitive variables as predictors of academic success is provided, followed by a general overview of the PSI and pertinent literature. In this study, the PSI was administered to 28 dental hygiene students, and a series of models were tested. The first model examined the relationship between the traditional cognitive predictors of academic success (ACT score and entering GPA) on academic outcomes (National Board Dental Hygiene Examination score and exit GPA). A second model examined the influence of the PSI composite score when added to the cognitive predictors. A third model examined the addition of the three PSI factor scores to the cognitive predictors. The addition of PSI scores in the second and third models increased the predictive capacity of the respective model. Bivariate correlations indicated a significant inverse relationship (p AFTER EXPERIENCING DECLINING applicant pools during the 1980s, the number of dental hygiene applicants slowly, yet steadily rose during the 1990s.1,2 Although this rise is a positive indicator for the profession, many states continue to report dental hygiene manpower shortages that have been attributed at least partially to the decreased enrollment experienced in the 1980s and early 1990s. There have been repercussions on dental hygiene education as new associate degree programs flourish, baccalaureate degree programs close, pressure is applied to reduce curricula to place dental hygienists in practice more quickly, and the threat of establishing preceptor programs proliferates.2,3 The push to produce qualified graduates to help meet this demand makes student attrition not only financially costly to the institution, but also detrimental to the profession in terms of reduced manpower. Selecting prospective students who ultimately graduate and are successful on licensure examinations is crucial to the success and longevity of dental hygiene programs and to supplying the community with proficient dental hygienists. Although cognitive variables such as American College Testing (ACT) and Scholastic Aptitude Test (SAT) composite and subtest scores, high school grade point average (GPA), college science CPA, cumulative CPA, and dental hygiene GPA, in combination or use alone, have been reported as predictors of success on the National Board Dental Hygiene Examination (NBDHE) and regional and state examinations,4-10 there is a lack of consensus in the literature regarding the cogency of these traditional measures. Jensen4 found that the composite ACT score, high school GPA, and age were the best predictors of success on the NBDHE. Shannon5 disputed these findings, however, by indicating that high school rank and age are not effective predictors and that dental hygiene GPA and the ACT social studies subtest are most predictive of NBDHE success. Longenecker and Wood6 found the Dental Hygiene Aptitude Test (DHAT), which is no longer administered, was the single highest predictor of NBDHE success, whereas Metzger7 and Roesler and Armstrong8 concluded that the DHAT was not a reliable predictor of success on the NBDHE. …