Exploring individual differences as determining factors in student academic achievement in higher education

By Simon Cassidy *. 2012

139 citations recorded by the source corpus.

The study investigated the association and relative influence of cognitive/motivational and demographic factors on final degree grade point average (GPA) in a single undergraduate cohort. Although academic self-efficacy, approaches to learning, prior achievement and age all produced significant correlations with GPA, regression analysis identified prior achievement (R 2 change  = .288), age (R 2 change  = .201) and academic self-efficacy (R 2 change  = .062) as the only significant predictors of GPA. Significant increases in academic self-efficacy (d = .46), deep (d = .43) and strategic (d = .37) approaches to learning, and self-confidence (d = .33), and a significant decrease in internal academic locus of control (d = .50), were also reported when comparing first and final year scores. Conclusions suggested that prior academic achievement, age and academic self-efficacy provide a partial explanation for academic achievement in higher education, that any measure of prior achievement must be relevant, that self-efficacy appears to be the most relevant perceived control construct in a learning context, and that further work focusing on age in the context of academic achievement in higher education is both necessary and warranted.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b52e6fc3a4d1fa34291eaa4a1a5cf6cd42cebfbb

How researchers see this paper

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

In Developmental and Educational Psychology

1. Kathryn Bartimote-Aufflick
2. L. Smith
3. Adam J. Bridgeman
4. Manjula D. Sharma
5. Richard A. Walker

In Education

1. Kathryn Bartimote-Aufflick
2. L. Smith
3. Adam J. Bridgeman
4. Manjula D. Sharma
5. Richard A. Walker

In Experimental and Cognitive Psychology

1. Kathryn Bartimote-Aufflick
2. L. Smith
3. Adam J. Bridgeman
4. Manjula D. Sharma
5. Richard A. Walker

Citations in the corpus

• The study, evaluation, and improvement of university student self-efficacy (2016, background): “…that also related SE with achievement Intervention studies, that did not relate SE with achievement Bandalos, Finney, and Geske (2003), Bong (2001), Cassidy (2012), Chemers, Hu, and Garcia (2001), Diaz et al. (2001), Fenollar, Román, and Cuestas (2007), Gadbois and Sturgeon (2011), Glynn et al.…”