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Komarraju, Meera; Ramsey, Alex; Rinella, Virginia – Learning and Individual Differences, 2013
Identifying the best predictors of academic performance is crucial for postsecondary institutions seeking students with the greatest promise. We investigated the relative strength of standardized test scores (ACT), high school GPA, and non-cognitive, college readiness skills in predicting college GPA. College freshmen (505) completed the 108-item…
Descriptors: Academic Achievement, College Readiness, Intellectual Disciplines, At Risk Students
Dollinger, Stephen J.; Clark, M. H. – Learning and Individual Differences, 2012
The issue of race differences in standardized test scores and academic achievement continues to be a vexing one for behavioral scientists and society at large. Ellis and Ryan (2003) suggested that a portion of the cognitive-ability test performance differences between White/Caucasian-American and Black/African-American college students could be…
Descriptors: Grade Point Average, Standardized Tests, Academic Achievement, Verbal Ability
Meriac, John P. – Learning and Individual Differences, 2012
In this study, work ethic was examined as a predictor of academic performance, compared with standardized test scores and high school grade point average (GPA). Academic performance was expanded to include student organizational citizenship behavior (OCB) and student counterproductive behavior, comprised of cheating and disengagement, in addition…
Descriptors: Evidence, Citizenship, Grade Point Average, Cheating
Steinmayr, Ricarda; Ziegler, Mattias; Trauble, Birgit – Learning and Individual Differences, 2010
Research in clinical samples suggests that the relationship between intelligence and academic achievement might be moderated by sustained attention. The present study aimed to explore whether this interaction could be observed in a non-clinical sample. We investigated a sample of 11th and 12th grade students (N = 231). An overall performance score…
Descriptors: Intelligence, Grade Point Average, Academic Achievement, Grade 11
MacCann, Carolyn; Duckworth, Angela Lee; Roberts, Richard D. – Learning and Individual Differences, 2009
Conscientiousness is often found to predict academic outcomes, but is defined differently by different models of personality. High school students (N = 291) completed a large number of Conscientiousness items from different models and the Big Five Inventory (BFI). Exploratory and confirmatory factor analysis of the items uncovered eight facets:…
Descriptors: Intervention, Validity, Cognitive Tests, Personality