Psychological Correlates of University Students' Academic Performance: A Systematic Review and Meta-Analysis

Autor/inn/en	Richardson, Michelle; Abraham, Charles; Bond, Rod
Titel	Psychological Correlates of University Students' Academic Performance: A Systematic Review and Meta-Analysis
Quelle	In: Psychological Bulletin, 138 (2012) 2, S.353-387 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-2909
DOI	10.1037/a0026838
Schlagwörter	Personality Traits; Grade Point Average; Self Efficacy; Academic Achievement; Learning Strategies; Universities; Evaluation Methods; Tests; Databases; Models; Identification; Data Analysis; Correlation; Meta Analysis; Concept Mapping; Psychology; Graduate Students; Doctoral Programs; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Self-efficacy; Selbstwirksamkeit; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; University; Universität; Examination; Prüfung; Examen; Datenbank; Analogiemodell; Identifikation; Identifizierung; Auswertung; Korrelation; Meta-analysis; Metaanalyse; Concept Map; Psychologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed. (Contains 11 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10