Sedlacek Noncognitive Questionnaire (NCQ)

General Information on the Measure
Purpose of the measure

The Sedlacek Noncognitive Questionnaire (NCQ) assesses eight aspects of experiential and contextual intelligence. It was designed to provide information that could be used by advisors to work with students developmentally.

Main constructs measured

Intrapersonal competencies; Interpersonal competencies

Applicable grade levels

Unofficially high school and college age

Publication year for the most recent version

1996

Year originally developed

1984

Related measures
Measure Administration
Respondent

Student

Method of administration

Paper/Pencil

Number of items

29

Item format

Multiple choice, free response, and five-point Likert-type scale

Administration time

No information is available in the references reviewed.

Available languages

English

Fee for use Free and publicly available
Credentials required for administration

None

Scoring
Overall score reporting

No overall scores are reported.

Subscore reporting

There are eight subscores:

  • Positive self-concept
  • Realistic self-appraisal
  • Understands and knows how to handle racism
  • Long-range goals
  • Strong support person
  • Leadership
  • Community
  • Nontraditional knowledge acquired
Scoring procedures

The measure is self-scored using scoring information available from the developer.

Interpretive information

No information is available in the references reviewed.

Evidence of Technical Quality
Populations for which technical quality evidence has been collected

Evidence was collected from freshman at the University of Maryland, College Park (N=2730) (Tracey & Sedlacek, 1984).

Reliability evidence

Test-retest reliability (two-week interval) ranged from 0.74 to 0.94. Inter-rater reliability coefficients were calculated for the three free response items. Coefficients ranged from 0.73 to 1.00 (Tracey & Sedlacek, 1984).

Validity evidence
Evidence based on content
No information is available in the references reviewed.
Evidence based on response processes
No information is available in the references reviewed.
Evidence based on internal structure
Factor analyses were conducted to confirm dimensionality of the NCQ (Tracey & Sedlacek, 1984). Analyses were conducted separately by race/ethnicity and found evidence of configural invariance across these groups.
Evidence based on relations with other variables
NCQ scores are predictive of academic performance and student retention (Ting & Sedlacek, 2000).
Locating the Measure
Obtaining a copy of the measure williamsedlacek.info
References

Sedlacek, W. E. "An empirical method of determining nontraditional group status," Measurement and Evaluation in Counseling and Development, 28, 1996, pp. 200–210.

Sedlacek, W. E. "Using noncognitive variables in assessing readiness for higher education," Readings on Equal Education, 25, 2011, pp. 187–205.

Ting, S. M. R., & Sedlacek, W. E. "Validity of the Noncognitive Questionnaire-Revised 2 in predicting the academic success of university freshmen," Counseling Center, University of Maryland, 2000.

Notes

Measure summary updated January 24, 2019.