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The role of nonacademic variables in passing the National Council Licensure Examination

1991; Elsevier BV; Volume: 7; Issue: 1 Linguagem: Inglês

10.1016/8755-7223(91)90071-r

1532-8481

Susan G. Poorman, Elaine Martin,

Academic and Historical Perspectives in Psychology

This study addressed the relationship between performance on the National Council Licensure Examination (NCLEX) and differences in test anxiety, cognitions related to testing, and academic performance among 102 senior bachelor's degree nursing students. The study design was correlational and prospective in nature. Test anxiety was measured by the Test Anxiety Inventory; cognitions were measured by the Cognitive Assessment Tool; quality point average and Student Aptitude Test scores measured academic aptitude. Subjects, recruited from two universities in western Pennsylvania, were interviewed and completed the self-report measures. Three months later, NCLEX scores were collected on each subject. Pearson's product moment correlation, multiple regression, and chi 2 statistics were used to analyze the data. Research findings indicated that test anxiety was inversely related to passing score on the NCLEX. Academic aptitude positively correlated with passing score on the NCLEX. Negative cognitions were not inversely related to pass rate on the NCLEX. Multiple regression demonstrated that self-perceived grades and self-predicted NCLEX scores were the best predictors of actual NCLEX scores. Significant chi 2 statistics indicated that subjects successful on the NCLEX were more likely to believe they were good test-takers and reported more facilitative thoughts during exams than those who failed the NCLEX.