Richardson, Michelle;
Abraham, Charles;
Bond, Rod;
(2012)
Psychological Correlates of University Students' Academic Performance: A Systematic Review and Meta-Analysis.
Psychological Bulletin
, 138
(2)
pp. 353-387.
10.1037/a0026838.
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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. © 2012 American Psychological Association.
| Type: | Article |
|---|---|
| Title: | Psychological Correlates of University Students' Academic Performance: A Systematic Review and Meta-Analysis |
| Location: | United States |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1037/a0026838 |
| Publisher version: | https://psycnet.apa.org/doi/10.1037/a0026838 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Social Sciences, Psychology, Psychology, Multidisciplinary, student, grade point average, self-efficacy, goal, meta-analysis, SELF-DETERMINATION THEORY, ACHIEVEMENT GOAL THEORY, RANDOM-EFFECTS MODELS, GRADE-POINT AVERAGES, COLLEGE-STUDENTS, PERSONALITY-TRAITS, TEST ANXIETY, EMOTIONAL INTELLIGENCE, INDIVIDUAL-DIFFERENCES, PREDICTIVE-VALIDITY |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10183671 |
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