ERIC Number: ED435621
Record Type: RIE
Publication Date: 1999-Apr
Freshman Academic Achievement: A Structural Equation Model.
Zhang, Zhicheng; RiCharde, R. Stephen
The causal structure between academic achievement and cognitive, psychological, and facilitative variables during the freshman year in college was studied. Data from 455 freshmen were used in the analysis. Participants completed measures of student goals, facilitative skills, and learning and thinking styles. Pre-college and freshman achievement were determined, and academic motivation, locus of control, study skills, concentration, and self-efficacy were generated from the administered measures. Structural equation modeling procedures were used to identify theoretical relations and to test the plausibility of a causal framework. Results reveal a nonlinear relationship between psychological variables such as academic motivation, locus of control, and self-efficacy, and freshman academic achievement. Being academically motivated, preferring internal attributions for academic outcomes, and having confidence in one's ability to do well in college do not directly result in good academic performance in the freshman year. Findings imply that other factors, such as adequate academic preparation, adjustment to instructional styles and the college environment, and the ability to prioritize study are necessary to help freshmen cope with academic challenges in the freshman year. (Contains 3 tables, 2 figures, and 38 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).