Motivational and Skills, Social, and Self-Management Predictors of College Outcomes: Constructing the Student Readiness Inventory

By Huy Le, Alex Casillas, S. Robbins, R. Langley. 2005

190 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/50dd4718e715c5336180116fb39d00a6fc1e0661

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Safety Research

In Social Psychology

Citations in the corpus

Cognitive and Non-Cognitive Predictors of College Readiness and Performance: Role of Academic Discipline. (2013, background): “Thus, more recently, the SRI has emerged as a comprehensive measure of psychosocial factors that explains a greater amount of variance in GPA relative to the Big Five personality traits (Peterson, Casillas, & Robbins, 2006), suggesting that it captures more than just personality (Le et al., 2005).”
Predicting First Year University Students' Academic Success (2017, background): “…as extracurricular or non-academic activities relating to adjustment, motivations, and perceptions (Sedlacek, 1991), while others have used the term to describe academic related skills, motivational and personality variables (Robbins, Lauver, Davis, Langley, & Carlstrom, 2004; Le et al., 2005).”
Predictors of Long-Term Enrollment and Degree Outcomes for Community College Students: Integrating Academic, Psychosocial, Socio-demographic, and Situational Factors (2010, methodology): “A factor analysis of the 10 SRI scales (Le et al., 2005) suggested a three factor solution.”
Psychological correlates of university students' academic performance: a systematic review and meta-analysis. (2012, methodology): “Representative measure(s): academic self-confidence subscale from the Student Readiness Inventory (Le et al., 2005), academic control (Perry et al., 2001), academic self-concept (Reynolds et al., 1980).”
Academic Self-Efficacy as a Predictor of College Outcomes: Two Incremental Validity Studies (2006, methodology): “The SRI was administrated to all participants as described above in the procedures.”
Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness (2008, methodology): “The 10 scales have sound reliability with Cronbach’s alpha ranging from .72 to .87 and demonstrated construct validity, correlating with high school GPA and social/leadership activities ( Le et al. 2005 ), and college GPA (Peterson et al. 2006).”
Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. (2012, methodology): “ENGAGE for Grades 6 –9 was developed using a rationalempirical approach (Clark & Watson, 1995; Loevinger, 1957; Nunnally & Bernstein, 1994), with an emphasis on conceiving and measuring markers of the three broad psychosocial domains (cf. Le et al., 2005; Robbins et al., 2006, 2004, 2009).”