Do psychosocial and study skill factors predict college outcomes? A meta-analysis.

By S. Robbins, Kristy J. Lauver, Huy Le, Daniel F. Davis, R. Langley, Aaron H. Carlstrom. Psychological bulletin, 2004

2,596 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/dbbee277c6c9e73b09c37b239cb4fc61a51ab355

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, background): “…Dochy, & Segers, 2011). self-efficacy has been found to be the strongest predictor of academic performance in tertiary education in two meta-analyses (Richardson et al., 2012; Robbins et al., 2004), and a more recent study also report effect sizes of similar magnitude (Honicke & Broadbent, 2016).”
Redefining College Readiness. (2007, background): “The economically well-off are more likely to have this knowledge than are the working-class families or families whose children are the first generation to attend college (Conley, 2005; Robbins et al., 2004; Venezia et al., 2004).”
Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis (2018, background): “…and experience in the models we examine, because they covary with performance (Brown et al., 2008; Judge et al., 2007; Richardson et al., 2012; Schneider & Preckel, 2017), and more capable students develop stronger self-efficacy beliefs (Brown et al., 2011; Chen et al., 2001; Robbins et al., 2004).”
The influence of personal networks and social support on study attainment of students in university education (2008, background): “This is inconsistent with previous research findings (DeBerard et al. 2004; Dubow et al. 1991; Robbins et al. 2004), but possibly the general level of support from these sources was too high to make a distinction between the different groups of students.”
The Relationship Between Self-Efficacy and Academic Achievement: A 5-Year Panel Analysis (2015, background): “In accordance with previous findings (Multon et al. 1991; Robbins et al. 2004), do self-efficacy beliefs positively predict future academic achievement? 3.”
Comparing online and blended learner's self-regulated learning strategies and academic performance (2017, background): “Traditional predictors of subject grade have been found to have positive, small to medium effects (Richardson et al., 2012; Robbins et al., 2004) and may be potential moderators of SRL strategies impact on subject grade.”