Psychosocial Factors Predicting First-Year College Student Success
By Elizabeth J. Krumrei-Mancuso, Fred B. Newton, Eunhee Kim, D. Wilcox. 2013
273 citations recorded by the source corpus.
This study made use of a model of college success that involves students achieving academic goals and life satisfaction. Hierarchical regressions examined the role of six psychosocial factors for college success among 579 first-year college students. Academic self-efficacy and organization and attention to study were predictive of first semester grade point average (GPA) when controlling relevant demographic factors. Academic self-efficacy was even predictive of end-of-year GPA when controlling previous, first-semester GPA. Mediation analyses revealed that first-semester GPA was an important mediator between these two psychosocial variables and end-of-year GPA. Additional psychosocial variables were predictive of college students' life satisfaction: stress and time management, involvement with college activity, and emotional satisfaction with academics. We explore how formulating interventions on the basis of psychosocial factors offers an avenue for students to address specific attitudes, emotions, and behaviors that relate to college success.
Subfields: Education, General Health Professions, Social Psychology
View Paper: https://www.semanticscholar.org/paper/582dd34e8f7481489b98ab7b9737160f374c7231
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- P. Zanden
- Antonius H. N. Cillessen
- Paulien C. Meijer
- Eddie Denessen
- Philip C. Rodkin
- Christina Salmivalli
- Feng Teng
- G. Persson
In General Health Professions
In Social Psychology
- P. Zanden
- Antonius H. N. Cillessen
- Paulien C. Meijer
- Eddie Denessen
- Christina Salmivalli
- Philip C. Rodkin
- E. H. de Bruyn
- Mitchell J. Prinstein
Citations in the corpus
- Domains and predictors of first-year student success: A systematic review (2018, background): “For study skills, a medium effect size was noted, indicating that students who were better able to plan, manage tasks, set goals, and persist were more likely to achieve academically in the first year (Krumrei-Mancuso et al., 2013; Wurf & Croft-Piggin, 2015).”