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The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review
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Kelly Reynolds
 , Caroline Bazemore, Cannon Hanebuth, Steph Hendren, Maggie Horn
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J Educ Eval Health Prof. 2021;18:31. Published online November 23, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.31
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 Abstract
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- Purpose
Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs.
Methods
A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.
Results
After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes.
Conclusion
No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions.
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Citations
Citations to this article as recorded by  - Predicting performance in a doctor of physical therapy gross anatomy course based on an exploratory factor analysis of the anatomical self‐efficacy instrument
Kelly Reynolds, Shani Mueller, Maggie Horn
Anatomical Sciences Education.2024;[Epub] CrossRef - The Relationship between Cognitive Factors and Noncognitive Factors, Including Grit, and NBCOT® Exam Performance
Anne H. Zachry, Stephanie Lancaster, Amy Hall, April Hilsdon
Occupational Therapy In Health Care.2024; : 1. CrossRef - Academic Coaching in Entry-level Doctor of Physical Therapy Education
Kayla Black, Jessica Feda, Breanna Reynolds, Guillermo Cutrone, Kendra Gagnon
Journal of Physical Therapy Education.2024;[Epub] CrossRef - Comparison of 2 Methods of Debriefing for Learning of Interprofessional Handoff Skills
Julie Ronnebaum, Chunfa Jie, Kristina Salazar
Journal of Acute Care Physical Therapy.2023; 14(1): 18. CrossRef - Investigating Latent Interactions between Students’ Affective Cognition and Learning Performance: Meta-Analysis of Affective and Cognitive Factors
Jian Li, Eryong Xue, Chenchang Li, Yunshu He
Behavioral Sciences.2023; 13(7): 555. CrossRef - Relationship between digital capabilities and academic performance: the mediating effect of self-efficacy
Rasha Kadri Ibrahim, Aisha Namshan Aldawsari
BMC Nursing.2023;[Epub] CrossRef - Grouping of academic achievements’ predictors in Russian current psychological and pedagogical studies
Roman A. Dormidontov
Psychological-Pedagogical Journal GAUDEAMUS.2022; (4): 18. CrossRef
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