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ERIC Number: EJ1055117
Record Type: Journal
Publication Date: 2014-Oct
Pages: 13
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-2324-805X
Predicting College Success: The Relative Contributions of Five Social/Personality Factors, Five Cognitive/Learning Factors and SAT Scores
Hannon, Brenda
Journal of Education and Training Studies, v2 n4 p46-58 Oct 2014
To-date, studies have examined simultaneously the relative predictive powers of two or three factors on GPA. The present study examines the relative powers of five social/personality factors, five cognitive/learning factors, and SAT scores to predict freshmen and non-freshmen (sophomores, juniors, seniors) academic success (i.e., GPA). The results revealed many significant predictors of GPA for both freshmen and non-freshmen. However, subsequent regressions showed that only academic self-efficacy, epistemic belief of learning, and high-knowledge integration explained unique variance in overall GPA (19%-freshmen, 23.2%-non-freshmen). Further for freshmen, SAT scores explained an additional unique 10.6% variance after the influences attributed to these three predictors was removed whereas for non-freshmen, SAT scores failed to explain any additional variance. These results highlight the unique and important contributions of academic self-efficacy, epistemic belief of learning and high-knowledge integration to overall GPA beyond other previously-identified predictors.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)
IES Grant or Contract Numbers: SC1 GM081087-03S1