Using Grit and Self-Efficacy as Performance Predictors for At-Risk Students in Higher Education

Autor/inn/en	Faust, Luke E.; Rosendale, Joseph A.
Titel	Using Grit and Self-Efficacy as Performance Predictors for At-Risk Students in Higher Education
Quelle	In: Review of Education, 11 (2023) 2, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rosendale, Joseph A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rev3.3415
Schlagwörter	Persistence; Resilience (Psychology); Self Efficacy; At Risk Students; College Freshmen; College Students; Developmental Studies Programs; Grade Point Average; Correlation; Predictor Variables; Student Characteristics + Suchen Sie Ihr Suchwort? Ausdauer; Self-efficacy; Selbstwirksamkeit; Studienanfänger; Collegestudent; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Korrelation; Prädiktor
Abstract	This mixed methods study examined the impact of grit and self-efficacy and the factors of these constructs on the performance of at-risk, developmental placement students, surveying 184 first-year students before the midterm point of their first semester. Following the quantitative portion, six upperclassmen, who had started their careers in the developmental placement category, were interviewed. The research question explored was: How do grit and academic self-efficacy relate as grade point average performance predictors for students in developmental placement categories with higher and lower levels of each factor? Findings uncovered a significant relationship between grit and performance, self-efficacy and performance, grit and self-efficacy and performance, and demographic information and performance. The discussion of these findings offers a roadmap for exploring the impact of non-cognitive concepts on educational performance. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01