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Contents
- Abstract
- Measuring Student Performance
- Traditional Correlates of GPA: SAT, ACT, Intelligence, High School GPA, and A Level Points
- Psychological Correlates of GPA: A Brief Overview
- Personality Traits
- Motivation Factors
- Attributions, optimism, pessimism, expectancies, and perceived control
- Sources of motivation
- Goal types
- Self-Regulatory Learning Strategies
- SAL Models
- Psychosocial Contextual Influences
- Demographic Correlates of GPA: Age, Sex, and Socioeconomic Status
- Which Correlates of GPA Are Most Important?
- The Present Study
- Method
- Searches and Inclusion Criteria
- Measures and Data Extraction
- Interrater Reliability
- Analytic Strategy
- Meta-Analyses
- Results
- Data Description
- Demographics (Sex, Age, Socioeconomic Status) and Traditional Factors (SAT, ACT, High School GPA, A Level Points, and Intelligence)
- Personality Traits
- Motivation Factors
- Self-Regulatory Learning Strategies
- Students' Approaches to Learning
- Psychosocial Contextual Influences
- Outliers and Influential Cases
- Publication Bias
- Moderator Analyses
- Regression Analyses
- Personality trait regression models
- Motivation factors regression model
- Self-regulatory learning strategies regression model
- Students' approaches to learning regression model
- Psychosocial contextual influences regression model
- Cross-Domain Regression Models
- Discussion
- Magnitude of Average, Weighted, Bivariate Correlations With Tertiary GPA
- Moderation by Study Design
- Within-Domain Multivariate Models
- Cross-Domain Multivariate Models and Assessment Inventories
- Comparison With Previous Reviews
- Limitations of This Review
- Developing Interventions to Enhance University Students' Performance
- Conclusions
- Defining measures
- Conducting multivariate prospective studies
- Exploring moderators
- Testing specific, process-focused interventions
Figures and Tables
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...