Relationships of Selected Nonacademic and Academic Variables To the Grade Point Average of Black Students

Abstract

An analysis of correlations of the data mainly from 164 male and 202 female black undergraduate students indicated that (a) a weighted set of measures of manifest needs (Edwards Personal Preference Schedule) correlated significantly with the grade point average (GPA) for the males (R = .53, df = 15/148, F = 3.84, p < .001) but not for the females (R = .30, df = 15/186, F = 1.20, ns), (b) a weighted composite of measures of personal problems (Mooney Problem Check List) correlated significantly with the GPA for both the males ( R = .47, df = 11 / 152, F = 3.86, p < .001) and the females (R = .36, df = 11/190, F = 2.48, p < .005), (c) manifest anxiety (Taylor Manifest Anxiety Scale) correlated significantly with the GPA for the male students only (r = -.22, df = 162, p < .005), and (d) the scholastic aptitudes (American College Testing) correlated significantly with the GPA for both male ( R = .48, df = 5/108, F = 6.40, p < .001) and female students (R = .50, df = 5/139, F = 9.34, p < .001).

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