The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution

By James C. Kaufman, Mark D. Agars, Muriel C. Lopez-Wagner. 2008

116 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/58a8175993dfd83d736ed7208adff3e019ae059d

How researchers see this paper

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

In Education

1. N. Trevino
2. S. DeFreitas
3. Meera Komarraju
4. Cahit Erdem
5. Metin Kaya

In Experimental and Cognitive Psychology

1. N. Trevino
2. Thomas Bailey
3. Lisa J. Phillips
4. S. DeFreitas
5. Meera Komarraju

Citations in the corpus

• Cognitive and Non-Cognitive Predictors of College Readiness and Performance: Role of Academic Discipline. (2013, background): “Given the available literature on the relationship between high school GPA, ACT scores, and non-cognitive factors (Conard, 2006; Kaufman et al., 2008), we anticipated that ACT scores and high school GPA would differ in their relationships with non-cognitive factors such as college student readiness.”
• The relationship between intrinsic motivation and academic achievement for first generation Latino college students (2014, background): “Among a diverse sample of students attending a Hispanic serving institution, intrinsic motivation was related to higher academic performance while extrinsic motivation was related to less academic success (Kaufman et al. 2008).”
• The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance (2016, result): “In contrast, intrinsic and extrinsic motivation predicted higher and lower grades, respectively, in a study by Kaufman, Agars, and Lopez-Wagner (2008).”