Social cognitive predictors of college students’ academic performance and persistence: A meta-analytic path analysis

By Steven D. Brown, Selena Tramayne, Denada Hoxha, Kyle Telander, X. Fan, Robert W. Lent. 2008

387 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/09dcab7538bbfdb0fd2279bf1e25bf0092990f01

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Citations in the corpus

Research self-efficacy: A meta-analysis (2021, methodology): “A number of meta-analyses, some employing meta-analytic path-analysis, have been conducted for the SCCT (Brown et al., 2008, 2011; Sheu et al., 2010), and all have shown support for the paths from SE to outcome expectations, interest, goals, performance, and academic persistence.”
The Relationship Between Self-Efficacy and Academic Achievement: A 5-Year Panel Analysis (2015, methodology): “In conclusion, a large body of research has tested the relationship among self-efficacy beliefs, goals, and academic performance (Robbins et al. 2004; Brown et al. 2008).”
An Examination of Persistence Research Through the Lens of a Comprehensive Conceptual Framework (2009, background): “Brown et al. (2008) found strong positive relationships between self-efficacy, educational goals, and college persistence.”
Measuring Adjustment to College: Construct Validity of the Student Adaptation to College Questionnaire (2011, background): “The latter could reflect academic self-efficacy, which is especially relevant because of its relationship to college performance and persistence (Brown et al., 2008; Robbins et al., 2004).”
Beyond conscientiousness: Career optimism and satisfaction with academic major (2013, background): “…published subsequent to these major meta-analytic studies suggests that the motivational factor academic self-efficacy may have a direct effect on GPA (Brown et al., 2008) and mediate the relationship between personality factors and academic performance (De Feyter, Caers, Vigna, & Berings, 2012).”
Linking Affective Commitment, Career Self-Efficacy, and Outcome Expectations (2013, background): “Performance is another commonly studied variable in both industrial/organizational and vocational psychology contexts (Brown et al., 2008).”
Transition from high school to university: a person-centered approach to academic achievement (2016, background): “…authors, self-efficacy is paramount because it favors a positive motivational, cognitive, affective and behavioral process that good adaptation to academic requirements entails (Brown et al. 2008; Elias and MacDonald 2007; Kennett et al. 2009; Pintrich 2003; Robbins et al. 2004; Zimmerman 2000).”
Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models (2019, methodology): “A fourth model is aimed at satisfaction and other aspects of well-being in academic and career-related settings (Lent & Brown, 2006a, 2008), and the fifth model highlights processes whereby people manage common developmental tasks and uncommon challenges across the career lifespan (Lent & Brown,…”
Social Cognitive Career Theory in a Diverse World (2017, background): “Brown, Lent, Telander, and Tramayne (2011) and Brown et al. (2008) as well as Sheu et al. (2010) illustrate how model tests can be conducted meta-analytically using bivariate correlations among variables.”
Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? (2013, background): “Although researchers have established academic self-efficacy as a significant predictor of academic performance, beyond cognitive ability; less is known about specificmechanisms such as self-regulation strategies thatmight explain this relationship (Brown et al., 2008; Dahl, Bals, & Turi, 2005; Korn”
Prospective primary teachers’ self-efficacy and emotions in science teaching (2013, background): “These studies highlight the predictive value of self-efficacy (Brown et al. 2008; Valentine, DuBois, and Cooper 2004).”