Unraveling the Differential Effects of Motivational and Skills, Social, and Self-Management Measures from Traditional Predictors of College Outcomes.

By S. Robbins, Jeff M. Allen, Alex Casillas, C. Peterson, Huy Le. 2006

379 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b0824a182a6568bfc965fdbab9a7f4ad0f69995d

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In Clinical Psychology

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Citations in the corpus

Much Ado About Grit: A Meta-Analytic Synthesis of the Grit Literature (2017, neutral): “.20, Robbins, Allen, Casillas, Peterson, & Le, 2006), and SAT and ACT scores ( (cid:2) (cid”
College Performance and Retention: A Meta-Analysis of the Predictive Validities of ACT® Scores, High School Grades, and SES (2015, methodology): “…that psychosocial factors also play an important role in predicting academic performance and persistence (Allen, Robbins, & Sawyer, 2010; Oswald et al., 2004; Peterson, Casillas, & Robbins, 2006; Robbins et al., 2006; Robbins et al., 2004; Robbins, Oh, Le, & Button, 2009; Schmitt et al., 2009).”
Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences (2012, result): “The size of the relationship with GPA and retention status compare very favorably with some of the best known predictors of these outcomes, including SAT scores, HSGPA, and study habits (e.g., Credé and Kuncel 2008; Hezlett et al. 2001; Mattern and Patterson 2009; Robbins et al. 2006).”
Psychosocial Factors Predicting First-Year College Student Success (2013, positive): “For example, Robbins et al.’s (2004) meta-analysis revealed that a number of psychosocial factors contributed incrementally to predicting college retention when controlling socioeconomic status, standardized achievement (ACT/SAT) scores, and high school GPA.”
Using Multiple Measures to Make Math Placement Decisions: Implications for Access and Success in Community Colleges (2015, background): “2012; ETS 2013), which identify noncognitive attributes associated with student success in college and are predictive of student performance and persistence (Allen et al. 2008; Robbins et al. 2006).”
Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. (2012, methodology): “We chose this system based on earlier research on the role of cognitive, psychosocial, and career factors in college success (e.g., Robbins et al., 2006) and the role of motivational, social control, and self-regulatory factors on educational outcomes (see Robbins et al., 2004; Robbins, Oh, Le, &…”
The Economics and Psychology of Personality Traits (2008, neutral): “…and Takemoto-Chock 1981; Duckworth and Seligman 2005; Mischel, Shoda, and Peake 1988; Noftle and Robins 2007; Ones et al. 2007; Paunonen and Ashton 2001; Robbins et al. 2006; Salgado 1997; Shoda, Mischel, and Peake 1990; Wolfe and Johnson 1995) and earlier researchers (for example, Hull and 63.”
Psychosocial Factors and Community College Student Success (2017, background): “For instance, Robbins et al. (2006) investigated the predictive role of motivation, study skills, and self-perceptions with over 5,000 community college students.”
The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution (2008, result): “These results are consistent with past studies, including the finding of Robbins et al. (2006) on the importance of academic discipline (a key component of conscientiousness) and commitment to college (a key component of intrinsic motivation).”
Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness (2008, methodology): “The differential effects of academic self-discipline and college commitment highlight the importance of viewing motivation as a multidimensional construct consisting of behavioral and attitudinal factors that are both specific to academic behavior and general to the pursuit of a college success (cf.”
Student Persistence in Community Colleges (2012, methodology): “Robbins and his colleagues also utilized multiple variables (Robbins, Allen, Casillas, Peterson, & Le, 2006 ) while controlling for demographic and prior academic achievements.”