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

Richardson, Michelle ; Abraham, Charles ; Bond, Rod

Psychological bulletin, 2012-03, Vol.138 (2), p.353-387 [Periódico revisado por pares]

Washington, DC: American Psychological Association

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Título:
Psychological Correlates of University Students' Academic Performance: A Systematic Review and Meta-Analysis
Autor: Richardson, Michelle ; Abraham, Charles ; Bond, Rod
Assuntos: Academic Achievement ; ACT Assessment ; Aptitude Tests ; Biological and medical sciences ; College Students ; Concept Mapping ; Correlation ; Correlation analysis ; Data Analysis ; Data Collection - methods ; Doctoral Programs ; Educational Measurement - methods ; Educational Measurement - statistics & numerical data ; Educational psychology ; Educational Status ; Evaluation Methods ; Examinations ; Forecasting - methods ; Fundamental and applied biological sciences. Psychology ; Goals ; Grade Point Average ; Graduate Students ; High schools ; Human ; Humans ; Identification ; Intellectual ability ; Intelligence ; Learning ; Learning Strategies ; Meta Analysis ; Models, Statistical ; Motivation ; Personality ; Personality Traits ; Psychodynamics ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Psychosocial factors ; Pupil and student. Academic achievement and failure ; Regression Analysis ; Research Design - statistics & numerical data ; SAT (College Admission Test) ; Self Efficacy ; Selfefficacy ; Social psychology ; Students ; Students - psychology ; Students - statistics & numerical data ; Systematic review ; Tests ; Universities ; University students
É parte de: Psychological bulletin, 2012-03, Vol.138 (2), p.353-387
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
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ObjectType-Report-2
ObjectType-Feature-2
ObjectType-Article-2
ObjectType-Feature-1
ObjectType-Review-4
ObjectType-Undefined-3
Descrição: 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.
Editor: Washington, DC: American Psychological Association
Idioma: Inglês

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

Richardson, Michelle ; Abraham, Charles ; Bond, Rod

Washington, DC: American Psychological Association

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