Enrollment in dual credit classes has increased over the last 10 years benefiting K-20 education and high school students in providing an opportunity to obtain college credits and increasing postsecondary education enrollment. The purpose of this study was to investigate the predictors of achievement through the lens of Social Cognitive Theory by documenting cognitive and noncognitive factors of dual credit students in grades 9–12 at an east Texas university charter school. The Noncognitive Questionnaire was used to measure the noncognitive characteristics, and the Texas Success Initiative Assessment (TSI) reading and writing scores were used as the cognitive measurement. Multiple regression analysis, using weighted least squares, found TSI writing and positive self-concept to be significant predictors of achievement. The findings from this study could suggest states and districts to consider admission requirements for dual credit classes to include other cognitive and/or noncognitive artifacts for admission decisions.

在过去的 10 年中，双学分课程的入学率有所增加，这使 K-20 教育和高中学生受益，从而提供了获得大学学分的机会并增加了中学后教育的入学率。本研究的目的是通过记录东德克萨斯大学特许学校 9-12 年级双学分学生的认知和非认知因素，从社会认知理论的角度研究成就的预测因素。非认知问卷用于测量非认知特征，德克萨斯成功倡议评估（TSI）阅读和写作分数被用作认知测量。多元回归分析，使用加权最小二乘法，发现 TSI 写作和积极的自我概念是成就的重要预测因素。