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

Autor/inn/en	Robbins, Steven B.; Allen, Jeff; Casillas, Alex; Peterson, Christina Hamme; Le, Huy
Titel	Unraveling the Differential Effects of Motivational and Skills, Social, and Self-Management Measures from Traditional Predictors of College Outcomes
Quelle	In: Journal of Educational Psychology, 98 (2006) 3, S.598-616 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Measures (Individuals); Self Management; Predictor Variables; Outcomes of Education; College Students; Models; Predictive Validity; Academic Achievement; School Holding Power; Intellectual Disciplines; Meta Analysis; Cognitive Ability; Interpersonal Competence; Student Motivation + Suchen Sie Ihr Suchwort? Messdaten; Selbstmanagement; Prädiktor; Lernleistung; Schulerfolg; Collegestudent; Analogiemodell; Schulleistung; Geisteswissenschaften; Meta-analysis; Metaanalyse; Denkfähigkeit; Interpersonale Kompetenz; Schulische Motivation
Abstract	The authors report on a large-scale study examining the effects of self-reported psychosocial factors on 1st-year college outcomes. Using a sample of 14,464 students from 48 institutions, the authors constructed hierarchical regression models to measure the predictive validity of the Student Readiness Inventory, a measure of psychosocial factors. Controlling for institutional effects and traditional predictors, the authors tested the effects of motivational and skill, social, and self-management measures on academic performance and retention. Academic Discipline was incrementally predictive of academic performance (grade-point average) and retention. Social Activity and Emotional Control also helped predict academic performance and retention, whereas Commitment to College and Social Connection offered incremental prediction of retention. This study elaborates recent meta-analytic findings (S. Robbins et al., 2004), demonstrating the salience of a subset of motivational, social, and self-management factors. Future research questions include how measures of psychosocial factors can be used to aid students, the salience of these measures over the entire college experience and for predicting job performance, and the need for testing theoretical models for explaining postsecondary educational outcomes incorporating traditional, motivational, self-management, and social engagement factors. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10