ERIC Number: ED465337
Record Type: RIE
Publication Date: 2002-Apr
Factors Impacting the Academic Status of Undergraduate Students at Four-Year Institutions.
Ruban, Lilia.; Nora, Amaury
This study examined the predictive validity of precollege variables, such as high school rank, high school mathematics and science preparation, motivation, and self-regulated learning variables in predicting academic achievement status for high- and low-achieving university students using hierarchical logistic regression. The variables used were entered in sequential blocks based on theoretical backgrounds and precious research. The sample included 102 low-achieving students and 226 high-achieving students from a large research university. Survey research methods, with follow-up letters, and the universitys electronic database were used to gather information about the variables and student self-reports of self-regulated learning strategies and study skills. A new instrument, the Learning Strategies and Study Skills Survey, was developed for this study. Findings provide support for the overarching idea that multiple indicators should be used in predicting students academic achievement in college. Accumulated evidence, including findings from this study, indicates that in addition to acquiring knowledge, students should develop self-regulatory competence to achieve at high levels in challenging postsecondary education environments. (Contains 4 tables and 108 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 (New Orleans, LA, April 1-5, 2002).