Traditional and psychological factors associated with academic success: investigating best predictors of college retention

We compared factors that colleges have traditionally used to predict students’ academic success (ACT score and high school GPA) to non-traditional factors (perceived stress and grit, defined as having perseverance and passion for long-term goals) to determine best predictors of academic success, measured using college GPA and retention. We obtained data from 165 undergraduate students. Participants completed the Short Grit Scale and Perceived Stress Scale. We obtained participants’ college GPA, high school GPA, and ACT scores. We assessed longitudinally, 1.5 years later, whether participants were retained. ACT score and high school GPA were excellent predictors of college students’ GPA, but poor predictors of retention. Conversely, perceived stress and grit were poor predictors of college students’ GPA, but were statistically significant predictors of retention. Traditional factors, often used for college admissions, are less important than non-traditional, psychological factors, in predicting who will complete college. We discuss potential strategies for improving college retention.     

Personality and approaches to learning as predictors of academic achievement

The relationship between personality, approaches to learning, and academic achievement was investigated. Two different undergraduate student samples, totalling 310 students, participated in the study. Results showed the expected significant correlations between the personality factors of openness, neuroticism, and conscientiousness, on the one hand, and deep, surface, and strategic approaches to learning, on the other. A significant negative correlation between surface approach and achievement was observed in sample 1. In sample 2, achievement was positively correlated with neuroticism, openness, and deep approach, and negatively correlated with agreeableness. Path analysis showed that each approach to learning was predicted by multiple personality traits, and that academic achievement was predicted by approaches to learning. A separate analysis showed that the relationship between openness and achievement was mediated by a deep approach to learning. Copyright © 2002 John Wiley & Sons, Ltd.     

Perceptions of campus climate, academic efficacy and academic success among community college students: an ethnic comparison

The present study examined whether there are ethnic differences in perceptions of campus climate, social support, and academic efficacy among community college students, and whether student perceptions were associated with academic success. A total of 475 community college students completed a questionnaire that measured students’ perceptions of cultural congruity, college environment, mentoring, peer social life and academic self efficacy. Ethnic differences were observed, as African American and Caucasian students reported higher levels of cultural congruity than Asian students and higher academic self efficacy than Asian and Latino students. There were also ethnic differences in the relationship between the students’ perceptions and GPA. Cultural congruity and efficacy correlated with GPA among Latino students, academic efficacy correlated with GPA among Asian students, peer social support and college environment correlated with GPA among Caucasians, however, none of the perceptions scales correlated with GPA among African American students. The lack of relationship between academic efficacy and GPA among African American and Caucasians students is discussed.     

Personality predictors of the time course for lung cancer onset

Numerous findings suggest that personality is linked to the incidence and experience of negative health outcomes. More specifically, trait negative affect is negatively related to a number of health outcomes. The current study expands our understanding of the link between personality and disease by examining the time course for lung cancer onset. In a sample of patients who had recently undergone surgical resection for lung cancer, a variety of negative affect related personality variables were assessed to determine their relationship with age at surgery. After controlling for smoking behavior, it was found that trait negative affect was associated with time course for lung cancer onset, such that those with higher (vs. lower) levels of trait negative affect manifested lung cancer earlier in their lives. Thus, trait negative affect represents an independent risk factor among those prone to lung cancer (i.e., smokers).     

Social cognitive predictors of Mexican American college students' academic and life satisfaction

In this study, we used Lent's (2004) social cognitive model of well being to examine the academic and life satisfaction of 457 Mexican American college students attending a Hispanic-Serving Institution. Using structural equation modeling, results indicated that the model provided a good fit to the data. Specifically, we found positive relations from positive affect to enculturation, acculturation, college self-efficacy, academic satisfaction, and life satisfaction; from enculturation to college self-efficacy; from acculturation to college self-efficacy and college outcome expectations; from college self-efficacy to college outcome expectations, academic goal progress, academic satisfaction, and life satisfaction; from college outcome expectations to academic satisfaction; from academic goal progress to academic and life satisfaction; and from academic satisfaction to life satisfaction. Findings indicated the model was invariant across gender groups, and overall, 38% and 14% of the variance in academic satisfaction and life satisfaction, respectively, were explained by the predictor variables. Implications for research and practice are discussed.     

Personality and psychopathology in an impulsive aggressive college sample

Certain personality traits have been associated with impulsive aggression in both college and community samples, primarily irritability, anger/hostility, and impulsivity. The literature regarding the psychopathology associated with impulsive aggression is relatively sparse and strongly emphasizes DSM‐IV‐TR [APA, 2000] Axis II personality disorders, although some comorbidity with Axis I clinical disorders has been reported. The current study compares impulsive aggressive (IA) college students with their non‐aggressive peers on several self‐report measures of personality and psychopathology. Personality results were as predicted, with IAs scoring higher than controls on measures of impulsivity and aggression. Additionally, the Psychopathic Personality Inventory (PPI), which was given for exploratory purposes, revealed a unique pattern of psychopathic traits in impulsive aggression that contained key differences from the callous‐unemotional profile seen in premeditated aggression. Contrary to our hypothesis that a specific pattern of psychopathology (personality disorders, bipolar disorder, and adult attention deficit hyperactivity disorder) would emerge for impulsive aggression, IAs scored significantly higher than controls on nearly every clinical scale of the Personality Assessment Inventory (PAI; Somatic Complaints, Anxiety, Anxiety‐Related Disorders, Depression, Mania, Schizophrenia, Borderline Features, Antisocial Features, Alcohol Problems, and Drug Problems), indicating a global elevation of psychopathology. In conclusion, while the personality traits and behaviors that characterize impulsive aggression are relatively consistent across individuals, its associated psychopathology is unexpectedly variable. Aggr. Behav. 00:1–10, 2005. © 2005 Wiley‐Liss, Inc.     

Personality predictors of academic outcomes: big five correlates of GPA and SAT scores

The authors examined relations between the Big Five personality traits and academic outcomes, specifically SAT scores and grade-point average (GPA). Openness was the strongest predictor of SAT verbal scores, and Conscientiousness was the strongest predictor of both high school and college GPA. These relations replicated across 4 independent samples and across 4 different personality inventories. Further analyses showed that Conscientiousness predicted college GPA, even after controlling for high school GPA and SAT scores, and that the relation between Conscientiousness and college GPA was mediated, both concurrently and longitudinally, by increased academic effort and higher levels of perceived academic ability. The relation between Openness and SAT verbal scores was independent of academic achievement and was mediated, both concurrently and longitudinally, by perceived verbal intelligence. Together, these findings show that personality traits have independent and incremental effects on academic outcomes, even after controlling for traditional predictors of those outcomes. ((c) 2007 APA, all rights reserved).     

Personality in the life course

Using elements borrowed from psychology, sociology, and history, this article outlines a conceptual framework for the analysis of personality in the life course. It is proposed that the interactional framework toward which personality psychology aspires may be conceived of as a sequence of interactions of personality with age-graded roles and social transitions in historically changing environments. To the extent that one can (a) identify the age-graded role paths in the social structure, (b) select the age-relevant situations in which these roles are enacted, and (c) identify measures relevant to the culture pattern across these age-relevant situations, it should be possible to uncover the coherence of personality--ways of approaching and responding to the world--across time and in diverse situations. Each of these steps is delineated and then illustrated with a longitudinal study of explosive, undercontrolled children. This is not an effort to articulate a theory of personality development but to outline the parameters of social life--temporal and situational--to which personality research should attend.     

Self-efficacy and academic success among diverse first-generation college students: The mediating role of self-regulation

Social Psychology of Education - This study examines whether self-efficacy predicted academic success (via self-regulation) for first-generation and continuing-generation college students (Model 1)...     

Social cognitive predictors of academic adjustment and life satisfaction in Portuguese college students: A longitudinal analysis

A social cognitive model of well-being [Lent, R. W. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment. Journal of Counseling Psychology, 51, 482--509.] was adapted to the context of academic adjustment and tested using a longitudinal design. Participants were 252 students at a university in northern Portugal. They completed measures of academic self-efficacy, environmental support, goal progress, and adjustment, along with global measures of positive affect and life satisfaction. Path analyses indicated that the model fit the data well overall. As expected, self-efficacy and environmental support were predictive of goal progress and academic adjustment, and the latter was predictive of students’ global life satisfaction. Self-efficacy and positive affect were found to be reciprocally related to one another. Contrary to expectations, goal progress did not contribute uniquely to the prediction of academic adjustment or life satisfaction. We consider directions for future research applying the social cognitive model to satisfaction in, and adjustment to, educational and work settings.     

Relationships between college performance and success as an Army officer

This study investigated the relationships between both academic and nonacademic indices of college success and four indices of occupational success of Army officers. Subjects were 103 U.S. Military Academy graduates from the Class of 1962. Criteria were gathered 6 and 10 years after graduation, and multiple regression results indicated that three of the four criteria were significantly predicted. Results also showed that a leadership rating received the most weight in the equations, and that academic grades can contribute significantly to the prediction of officer success. Grades in physical education and tactics received nonsignificant weights in all but one case.     

Personality features and cognitive level in patients at an early stage of Alzheimer’s disease

In this cross-sectional study, we explored the relationship between premorbid personality and its changes over 5 years, and cognitive deterioration in patients with mild Alzheimer’s disease. The cognitive level of 54 patients was compared with that of 64 control subjects using the Mini Mental State (MMSE). Family members completed the NEO-PI-R (form R) twice, once to evaluate the participants’ current personality and again to assess personality traits as they were remembered to be 5 years earlier. Furthermore, the family filled in the Informant Questionnaire on Cognitive Decline (IQCODE), the Activities of Daily Living (ADL), and the Instrumental Activities of Daily Living (IADL) scales to assess their proxies’ cognitive level and daily living functioning. Regarding the relationship between personality characteristics and cognitive status, we observed trends for premorbid personality and significant links for personality changes in the clinical group. Thus, changes in neuroticism and conscientiousness were associated with cognitive deterioration, whereas decreased openness to experience and conscientiousness over time predicted loss of independence in daily functioning in the clinical group. Our study suggests that premorbid features can be considered as latent traits linked to the neuropathology underlying the disease process, while personality changes are probably the consequences of the pathological process.     

Social cognitive predictors of college students’ academic performance and persistence: A meta-analytic path analysis

This study tested Social Cognitive Career Theory’s (SCCT) academic performance model using a two-stage approach that combined meta-analytic and structural equation modeling methodologies. Unbiased correlations obtained from a previously published meta-analysis [Robbins, S. B., Lauver, K., Le, H., Davis, D., & Langley, R. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261–288.] were used to create the input correlation matrices for subsequent path-analytic tests of the model, using both college GPA and retention as performance criteria. Results suggested that SCCT does an adequate to excellent job of modeling academic performance and persistence, but that model fit was better when general cognitive ability versus high school GPA was used to operationalize the ability/past performance variable. Results are discussed in terms of their fit with SCCT and their practical implications.     

The interest-major congruence and college success relation: A longitudinal study

The relation of interest-major congruence to indicators of college success was examined in an initial sample of 80, 574 individuals enrolled in 87 colleges. Both college achievement (GPA after 1 year, after 2 years and at graduation) as well as persistence (enrollment status after 1 year, after 2 years and graduation after 5 years) were used as criteria of college success. Two different representations of interest-major congruence were examined: Euclidean distance and angular agreement. The incremental validity of these two congruence indices above that of standardized academic skills tests (i.e., ACT scores) was examined for each of the six criteria using mixed level modeling so that institutional differences could be examined. Results indicated that both types of congruence were predictors of each of the GPA criteria regardless of institutional differences. However for the enrollment criteria, the overall level of interest scores was found to moderate the congruence-enrollment relation. Congruence for individuals with low overall interest level but not for individuals with high overall interest levels was predictive of persistence. Findings point to the importance of interest-major congruence in the college outcome process, but also highlight the complexity of the congruence-outcome relation.