Exploring individual differences as determining factors in student academic achievement in higher education

Datos Bibliográficos

ID4098795
AutoresCassidy (0000-0001-6156-8941, University of Salford, autor de correspondencia), Simon Cassidy
Año2012
Volumen37
Número7
Páginas793-810
Fecha de publicación2012-11-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2010.545948
OpenAlexW2145755488
IdiomaEN
Citas recibidas16
Referencias citadas40

The study investigated the association and relative influence of cognitive/motivational and demographic factors on final degree grade point average (GPA) in a single undergraduate cohort. Although academic self-efficacy, approaches to learning, prior achievement and age all produced significant correlations with GPA, regression analysis identified prior achievement (R 2 change = .288), age (R 2 change = .201) and academic self-efficacy (R 2 change = .062) as the only significant predictors of GPA. Significant increases in academic self-efficacy (d = .46), deep (d = .43) and strategic (d = .37) approaches to learning, and self-confidence (d = .33), and a significant decrease in internal academic locus of control (d = .50), were also reported when comparing first and final year scores. Conclusions suggested that prior academic achievement, age and academic self-efficacy provide a partial explanation for academic achievement in higher education, that any measure of prior achievement must be relevant, that self-efficacy appears to be the most relevant perceived control construct in a learning context, and that further work focusing on age in the context of academic achievement in higher education is both necessary and warranted

Academic achievement · Developmental psychology · Higher education · Locus of control · Self-efficacy · Education, Achievement, and Giftedness · Evaluation of Teaching Practices · Learning Styles and Cognitive Differences · Psychology · Social Psychology