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.     

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.     

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.     

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.     

Racial-ethnic identity in mid-adolescence: content and change as predictors of academic achievement

Three aspects of racial-ethnic identity (REI)-feeling connected to one's racial-ethnic group (Connectedness), being aware that others may not value the in-group (Awareness of Racism), and feeling that one's in-group is characterized by academic attainment (Embedded Achievement)-were hypothesized to promote academic achievement. Youth randomly selected from 3 low-income, urban schools (n=98 African American, n=41 Latino) reported on their REI 4 times over 2 school years. Hierarchical linear modeling shows a small increase in REI and the predicted REI-grades relationship. Youth high in both REI Connectedness and Embedded Achievement attained better grade point average (GPA) at each point in time; youth high in REI Connectedness and Awareness of Racism at the beginning of 8th grade attained better GPA through 9th grade. Effects are not moderated by race-ethnicity.     

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.     

Developmental changes in cognitive persistence and academic achievement between grade 4 and grade 8

This study describes changes in cognitive persistence, a key measure of mastery motivation, between the ages of 10 (grade 4) and 14 (grade 8). Prior research in the field of mastery motivation has focused mainly on early childhood. No longitudinal research findings have been published about age changes in mastery motivation during the school years. The sample of this longitudinal study consisted of 372 students in Hungary and was representative of the Hungarian school population regarding parents’ level of education. Participants were in 25 school classes, each from a different town. The instrument was the cognitive persistence scale of the Hungarian version of the Dimensions of Mastery Questionnaire (DMQ). Grade point average (GPA), parents’ level of education, the size of the class and of the town were analyzed as background variables. Cognitive persistence based on students’ self-reports decreased substantially in 61 % of the students, did not change in 33 %, and increased in only 6 % over the four school years. Changes in cognitive persistence correlated with changes in GPA. Significant differences were found among school classes in both the average level of cognitive persistence and in how much it changed. However, neither cognitive persistence nor changes in cognitive persistence correlated with parents’ level of education or town size. Aspects of the school and classroom climate seem to substantially impact changes in students’ cognitive persistence. In addition, this study considered educational applications and for further research.     

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.     

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.     

The screening test of academic readiness (STAR) as a predictor of third-grade achievement

Twenty-eight third graders were administered the Peabody Individual Achievement Test (PIAT) during the middle third of their third-grade year. Their scores on all subtests of the PIAT were correlated with their Total scores obtained on the Screening Test of Academic Readiness (STAR), which had been administered to them prior to their kindergarten year of school. Results show that the STAR is a useful instrument for predicting third-grade achievement.     

Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement

The purpose of this research was to develop and test a model of effective self-regulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), metacognition (metacognitive knowledge, regulation and experience), study strategies (metacognitive, deep cognitive, surface cognitive and resource management strategies) and academic achievement. The relationships in the model were tested with controlling for intellectual ability, gender and age. The results showed that effective self-regulated learning involved two pathways: a metacognitive and a strategy pathway. The first pathway involved a positive relationship of mastery goals and a negative relationship of performance-avoidance goals with metacognition. Metacognition positively affected the use of the four study strategies. The strategy pathway involved positive effects of mastery and performance-approach goals on the use of metacognitive and deep cognitive strategies. Further, performance-approach goals positively affected the use of surface cognitive and resource management strategies. The use of metacognitive and resource management strategies had a positive and the use of surface cognitive strategies had a negative effect on exam scores.     

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.