Personality traits and abilities as predictors of academic achievement

The purpose of this study was to demonstrate the respective effects of cognitive abilities and personality traits on academic achievement. The subjects were 141 sixth-grade French adolescents (mean age: 12) who took three cognitive tests (g factor, numerical ability, and spatial ability) and answered a personality questionnaire based on the Big Five Model. Path analyses indicated that Openness-intellect had an effect on junior high school achievement in all disciplines, with most effects being indirect ones mediated by verbal achievement (French). Neuroticism-anxiety also had an effect, although not as marked and mainly on mathematics. Personality is complementary to abilities in predicting academic achievement. Possible conceptual extensions and field applications are addressed in the conclusion.     

Testing interest and self-efficacy as predictors of academic self-regulation and achievement

We examined whether individual interest, as an affective motivational variable, could predict academic self-regulation and achievement, above and beyond what academic self-efficacy predicted. We tested the relationships between academic self-efficacy, individual interest, grade goals, self-regulation, and achievement of Korean middle school students (N = 500) in four different subject areas. Consistent with previous findings, self-efficacy predicted achievement both directly and indirectly via grade goals. Self-efficacy also predicted self-regulation, but only when grade goals mediated the relationship. Supporting our hypothesis, individual interest functioned as a correlated yet independent and direct predictor of self-regulation. It also predicted achievement, but only when self-regulation mediated the relationship. We thus suggest that academic self-regulation could be encouraged through the promotion of two distinct motivational sources, academic self-efficacy and individual interest. We further suggest that the pathways linking individual interest to academic self-regulation and achievement may differ from those linking academic self-efficacy to the same variables.     

IQ and neuropsychological predictors of academic achievement

Word reading and math computation scores were predicted from Wechsler Abbreviated Scale of Intelligence Full Scale IQ, 10 neuropsychological tests, and parent attention deficit hyperactivity disorder (ADHD) ratings in 214 general population elementary school children. IQ was the best single predictor of achievement. In addition, Digit Span contributed significantly to reading prediction, and the Developmental Test of Visual-Motor Integration (VMI) and Coding contributed to math prediction. The remaining neuropsychological test scores did not significantly improve achievement prediction. Exploratory factor analysis yielded a general ability factor (comprising the four IQ subtests, Digit Span, VMI, reading, and math), five factors made up solely of subtests from single measures (Wisconsin Card Sorting Test, Stroop Color and Word Test, Gordon Diagnostic System, California Verbal Learning Test, and ADHD ratings), a factor consisting of Grooved Pegboard Test and Coding, and a factor consisting of Symbol Search and Animal Naming Test.     

The interplay between academic emotions,psychological flexibility and self-regulation as predictors of academic achievement

Research concerning students’ emotions as well as their way of coping with their emotions in different situations has been scarce. The purpose of this study is to explore the relationship between self-regulated learning, academic emotions, psychological flexibility, study success and study pace during university-level studies. A total of 274 arts students participated in this study. Academic emotions were first explored with factor analyses, parallel analysis and confirmatory factor analyses. The relationship between self-regulated learning, psychological flexibility, academic emotions and study success and study pace was analysed using Pearson’s correlations and path analysis using Amos. The results revealed that there is a strong connection between self-regulated learning and academic emotions and that students’ self-regulations appear to affect students’ emotions with regard to their academic study. Furthermore, psychological flexibility appeared to be an important mediator between academic emotions and study pace. The study suggests that students’ emotions and their way of coping with these emotions should be taken into account when considering learning and teaching.     

Academic commitment and self-efficacy as predictors of academic achievement in additional materials science

A great deal of research within science and engineering education revolves around academic success and retention of science and engineering students. It is well known that South Africa is experiencing, for various reasons, an acute shortage of engineers. Therefore, we think it is important to understand the factors that contribute to attrition rates in university students, and engineering students in particular. The theoretical framework for the present study draws on self-regulation theory, with particular reference to the role of self-efficacy and academic commitment. Participants comprised 127 engineering students in the second year of an augmented programme. They completed the Academic Commitment Scale and the Materials Science Self-efficacy Scale. Statistical analysis included correlation and regression analysis to test the hypothesis that self-efficacy and academic commitment would predict the semester mark. Our results indicated that the self-efficacy and meaningfulness of materials science are significant predictors of investment, and that investment predicts the final semester mark. We discuss the results in terms of debates about throughput and retention for engineering students and also implications for teaching and learning.     

WISC-R factor scores and student self-ratings of behavior as predictors of academic achievement

The capability of WISC-R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores and student self-ratings of behavior from the Behavior Rating Profile Student Rating Scales (BRP-SRS) to predict academic achievement was investigated. Previous research found that intellectual ability accounted for about 50% of the variance in achievement. Other noncognitive variables are expected to account for a portion of the remaining variance and add significantly to the prediction of achievement. Subjects were public school students referred for psychological evaluations due to learning and behavior problems in the classroom. The results of a multivariate multiple regression analysis indicated that VC and FD factors significantly predicted Woodcock-Johnson Reading, Mathematics, and Written Language cluster scores. The VC and FD factors accounted for a major portion of the variance in achievement. Behavioral self-ratings did not contribute significantly to the prediction of achievement scores.     

Interactions of gender with predictors of academic achievement

Predictive models of academic achievement are used in various (often high stakes) applications, including selection and study orientation procedures for higher education. Considering the far-reaching consequences of their outcomes, these models should show as little bias for irrelevant factors as possible. While numerous studies have researched the impact of gender on the isolated individual predictors of academic achievement, no studies yet have explored how gender affects program-specific prediction models of academic achievement. As such, the present study examined whether prediction models exhibit gender differences in the accuracy of their predictions, and how such differences relate to the gender balance within a study program. Besides that, we developed gender-specific prediction models of academic achievement in order to examine how these models differ in terms of which predictors are included, and whether they make more accurate predictions. Data was examined from a large sample of first year students across 16 programs in an open access higher education system (N = 5,016). Results revealed interactions between gender and several predictors of academic achievement. While the models exhibited little difference in the accuracy of their predictions for male and female students, analyses showed that using gender-specific models substantially improved our predictions. We also found that male and female models of academic achievement differ greatly in terms of the predictors included in their composition, irrespective of the gender balance in a study program.     

The relevance of identity style and professional identity to academic commitment and academic achievement in a higher education setting

Student retention remains an ongoing concern for higher education institutions worldwide. In the present study, we examine the predictive utility of identity styles, professional identity and academic commitment to academic achievement. We asked 120 second-year students in the profession of engineering in an augmented degree programme to complete the Identity Styles Inventory, the Engineering Identity Factors Inventory and the Academic Commitment Scale. We found that a normative identity style predicted professional engineering identity and meaningfulness, which predicted the participants’ investments in their studies. Additionally, a diffuse-avoidant identity style negatively predicted professional identity, meaningfulness and satisfaction, which provides empirical evidence of the contribution of identity to academic commitment. None of the variables we studied predicted academic achievement. Our findings are relevant, given current debates on access, equity and decolonisation in higher education, because it suggests that students’ sense of identity largely influences whether they feel a sense of belonging at university. Although identity styles and meaningfulness are not significant direct predictors of academic achievement, they probably do have an indirect effect on academic achievement through their direct influence on investment.     

Kindergarten screening results as predictors of academic achievement,potential, and placement in second grade

The ability of a battery of kindergarten screening measures to predict educationally relevant criteria was investigated. Subtest scores on The Vane Test of Language and The Vane Kindergarten Test administered at the beginning of kindergarten were examined and compared to the Metropolitan Achievement Test scores in reading and math, The Otis-Lennon School Ability Test index, and placement into special education or high achievement programs at the end of second grade. A weighted combination of subtests accurately predicted 77% of the children classified as special education students. The same battery also predicted 73% of the children who were classified as high-achieving students.     

Examining perceived control level and instability as predictors of first-year college students’ academic achievement

The aim of the present study was to examine the intraindividual level and instability of perceived academic control (PC) among first-year college students, and their predictive effects on academic achievement. Two studies were conducted measuring situational (state) PC on different schedules: Study 1 (N = 242) five times over a 6-month period and Study 2 (N = 80) daily over a 2-week period. Consistent across both studies were confirmatory factor analyses and structural equation models demonstrating significant PC instability, as well as negative correlations between intraindividual PC levels (average across measurements) and instability (standard deviation across measurements). Also, in both studies PC level positively predicted subsequent academic achievement, although no significant PC instability first-order effects were found. Both studies revealed a PC level by instability interaction, as students with high-unstable PC typically received poorer grades than high-stable PC students. Study findings highlight the importance of considering both PC level and instability, and identify a previously unknown group of first-year college students at-risk of under-achieving academically – students with high-unstable perceived control.     

Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence

Numerous studies showed that general cognitive ability (GCA) is a reliable predictor of academic achievement. In addition, parental involvement in their children's academic development is of major importance in early adolescence. This study investigated the incremental validity of parental involvement over GCA in the prediction of academic performance within the domains of math and language. We examined four dimensions of perceived parental involvement: autonomy supporting behavior, emotional responsivity, structure, and achievement-oriented control. Results from a sample of 334 adolescents (mean age = 12.4, SD = .9, range = 10–14 years) showed that GCA was the strongest predictor of achievement in both domains. While autonomy support and emotional responsivity had no predictive value over GCA, high levels of achievement-oriented control and structure were detrimental to academic success. These findings provide new evidence for the significance of parental involvement in their children's achievement in school even after the most powerful predictor of academic success has been accounted for.     

Intelligence quotient,short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study

Few studies have explored the differential contribution of general intelligence, short-term memory and study habits has on academic achievement during elementary school, especially during a two-year follow-up. The aim of this study is to determine whether there is a relationship between intelligence quotient (IQ), short-term memory and study habits and their ability to predict the academic achievement of children in elementary school (74 pupils aged 8–9 years old). The instruments used are the General and Factorial Intelligence Test (GFI-3 revised), the Yuste Memory Test (MY), the Study Habits and Techniques Questionnaire (SHTQ) and the average score obtained in the final exams in both 3rd and 4th grade. IQ, short-term memory and study habits are significantly related to academic achievement. These variables can predict 56–59 % (p < .001) of the variability of academic achievement. The study concludes that IQ and study habits are two significant predictor variables of academic achievement.     

Prior achievement, effort, and mathematics attitude as predictors of current achievement

A sample of Australian secondary school students was used to explore the relationships among a set of standardised Year 7 numeracy and literacy tests, measures taken at Year 10 of mathematics attitude and schoolwork effort, and Mathematics and English scores in a state-wide Year 10 examination. Additionally, the predictive capacity of the numeracy and literacy tests, together with the attitude and effort measures, were examined in relation to the Mathematics and English scores. A correlation analysis showed that the numeracy and literacy tests were positively and significantly related and had similar relationships with the two Year 10 examination scores. Mathematics attitude was significantly associated with Year 10 Mathematics but effort did not correlate significantly with either of the Year 10 examination scores. Multiple regression analyses demonstrated that the relevant Year 7 test results contributed to a considerable amount of the total variance in the two Year 10 examination scores. A sub-sample of the students was interviewed and four case studies were selected to interrogate the notions of achievement, mathematics attitude, and effort. Although these case studies act as a source of qualitative evidence to supplement the quantitative findings, they also indicate that effort, in particular, is a notion worthy of further investigation. Other implications for researchers, as well as school personnel, are noted.     

Cognitive and perceptual measures as predictors of fourth-grade achievement

This study used a multivariate approach and longitudinal design to examine the relationship of early perceptual and cognitive development to later school achievement. The extent to which a set of 4th-grade achievement measures could be predicted from a set of variables collected when the students were in first grade was determined through a series of canonical and multiple correlation analyses. These results were compared to results of an earlier phase of the study. Similarities between the two phases indicated that: (a) A measure of visual perception added significantly to the prediction of achievement afforded by consideration of sex and academic aptitude. (b) The variables used to predict achievement may differ somewhat between boys and girls. (c) The usefulness of sex as a predictor of school achievement depends upon the specific achievement area under consideration. Differences in the two phases involved the extent to which sex was a predictor of a specific achievement area.     

Reflection-impulsivity as a predictor of children's academic achievement

To examine the implications of differences in reflection-impulsivity for later academic achievement, 70 children were administered the Matching Familiar Figures test (MFF) in grade 4 and the Comprehensive Tests of Basic Skills (CTBS) in grades 4, 5, and 6. Children identified as reflective based on grade 4 MFF performance scored significantly higher on the CTBS achievement battery at all grade levels than those classified as impulsive. However, the 2 groups did not differ on the grade 5 or grade 6 achievement measures when scores were adjusted for initial differences in grade 4 CTBS. Similarly, while each of the continuous variables MFF error score and MFF response latency was significantly predictive of grade 5 and grade 6 achievement test scores, neither of the MFF variables significantly improved the prediction of academic performance when current level of achievement was statistically accounted for. Sex differences in the relations between the MFF variables and the achievement measures were identified; MFF error score was more strongly related to later academic achievement for boys than for girls, while MFF response latency was a better predictor of academic achievement for girls than for boys.     

Formal operations as predictor of university academic achievement

Abstract

In view of the postulated relationship between Piaget's theory of formal operations and academic achievement, this article investigates the extent to which university students in possession of proportional and combinatorial reasoning would perform in an educational psychology graduate course at the University of Transkei. The findings show that those who had the concepts of proportional and combinatorial reasoning significantly outperformed those who had not attained formal operations. This is a clear demonstration that pursuit of academic studies at university subsumes the acquisition of formal operations.     

Relational integration as a predictor of academic achievement

The current study aimed at applying a broad model of cognitive functions to predict performance in science and language courses at school as well as performance in a science course at university. We hypothesized that performance in science courses was predominantly related to the cognitive function known as relational integration, whereas performance in language courses should be best explained by individuals' short-term memory capacity. The sample consisted of 161 German undergraduate students who were asked to complete 33 cognitive tasks. School grades were also obtained. The analyses revealed that relational integration incrementally explained variance in science grades. Short-term memory acted as a predictor of language grades. However, mental speed was also substantially related to language grades. Predicting university exam scores revealed that short-term memory yielded an incremental predictive power. We conclude that academic performance requires different cognitive functions depending on a domain of study.     

Bilingualism and academic achievement

Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in children's academic developmental trajectories during their early school years, with particular attention on the school environment (N = 16,380). Growth-curve results showed that despite starting with lower math scores in kindergarten, Mixed Bilingual children fully closed the math gap with their White English Monolingual peers by fifth grade. However, because non-English-Dominant Bilinguals and non-English Monolinguals started kindergarten with significantly lower reading and math scores compared to their English Monolingual peers, by fifth grade the former groups still had significantly lower scores. School-level factors explained about one third of the reductions in the differences in children's academic performance.     

Personality traits as a predictor of academic achievement in adolescents

The study examined the predictive value of adolescents’ personality trait ratings by different groups of informants in explaining academic achievement [grade point average (GPA)] while controlling for students’ sex and their mothers’ education. The Inventory of Child/Adolescent Individual Differences was employed as a measure of students’ personality traits at the end of elementary schooling (mean age = 14.7 years) and two years later when the participants attended secondary schools. The trait ratings were obtained through self‐, maternal and peer reports at both measurement occasions. They explained substantial portions of unique variance in the students’ GPA concurrently, and over time. Ratings by each of the three groups of informants had an incremental validity over one another in predicting school grades. Among personality variables, conscientiousness and low extraversion were consistently predictive of GPA.