Barriers to persistence among African American intercollegiate athletes: a literature review of non-cognitive variables

By Rhonda Hyatt. 2003

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Grit and Hardiness as Predictors of Performance Among West Point Cadets (2014, background): “The term noncognitive has been used broadly to include nonacademic or personality attributes, attitudes, values, or social beliefs, such as persistence, conscientiousness, motivation, and emotional intelligence (see, e.g., Schmitt, 2012; Hyatt, 2003).”
Financial, Academic, and Environmental Influences on the Retention and Graduation of Students (2007, background): “These results do not support the idea proposed by Hyatt (2003) that the end of eligibility results in lower graduation rates.”
Examining Productive Conceptions of Masculinities: Lessons Learned from Academically Driven African American Male Student-Athletes (2006, unknown): “Alcohol abuse (Koss & Gains, 1993), academic performance and outcomes (Carey, 2000; Hyatt, 2003; Pascrella, Truckenmiller, Nora, Terenzini, Edison, & Hagedorn, 2005; Pearson & LeNoir, 1997), violence and sexual assault (Crosset, 2000; Messner & Stevens, 2002), homophobia (Messner, 2001), and selfcon”
Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, background): “Additional frameworks employing multiple psychological factors have been proposed in relation to graduate students (Kyllonen, Walters, & Kaufman, 2005) and athletes (Hyatt, 2003).”