Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.
2004/01/01 by Steven B. Robbins, Kristy J. Lauver, Kristy Lauver +6 · 22 citations
Psychology · Social Sciences · #Education, Achievement, and Giftedness #Higher Education Research Studies #Grit, Self-Efficacy, and Motivation
paper · doi:10.1037/0033-2909.130.2.261
Abstract
This study examines the relationship between psychosocial and study skill factors (PSFs) and college outcomes by meta-analyzing 109 studies. On the basis of educational persistence and motivational theory models, the PSFs were categorized into 9 broad constructs: achievement motivation, academic goals, institutional commitment, perceived social support, social involvement, academic self-efficacy, general self-concept, academic-related skills, and contextual influences. Two college outcomes were targeted: performance (cumulative grade point average; GPA) and persistence (retention). Meta-analyses indicate moderate relationships between retention and academic goals, academic self-efficacy, and academic-related skills (ps =.340,.359, and.366, respectively). The best predictors for GPA were academic self-efficacy and achievement motivation (ps =.496 and.303, respectively). Supplementary regression analyses confirmed the incremental contributions of the PSF over and above those of socioeconomic status, standardized achievement, and high school GPA in predicting college outcomes.
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