The validity of selected cognitive and affective variables as predictors of academic success among disadvantaged minority college students was analyzed via multiple regression. Positive zero-order correlations with the criterion variable (grade point index after 1 year) were highest for reading, vocabulary, mathematics, intellectual achievement responsibility, and attitudes toward authority, with significant negative correlations for dogmatism, alienation, and internality-externality (selected items). Multiple regression analysis yielded an R of .62, accounting for approximately 40% of the variance in grades. The best combination of predictors was reading, attitude toward authority, internality-externality (selected items), and dogmatism, which together accounted for approximately 35% of the total variance.
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