Do psychosocial and study skill factors predict college outcomes? A meta-analysis Export

@article{citeulike:2926583, abstract = {This study examines the relationship between psychosocial and study skill factors (PSFs) and college outcomes by meta-analyzing 109 studies. On the basis of educational persistence and motivational theory models, the PSFs were categorized into 9 broad constructs: achievement motivation, academic goals, institutional commitment, perceived social support, social involvement, academic self-efficacy, general self-concept, academic-related skills, and contextual influences. Two college outcomes were targeted: performance (cumulative grade point average; GPA) and persistence (retention). Meta-analyses indicate moderate relationships between retention and academic goals, academic self-efficacy, and academic-related skills (ps = .340, .359, and .366, respectively). The best predictors for GPA were academic self-efficacy and achievement motivation (ps = .496 and .303, respectively). Supplementary regression analyses confirmed the incremental contributions of the PSF over and above those of socioeconomic status, standardized achievement, and high school GPA in predicting college outcomes. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, author = {Robbins, Steven B. and Lauver, Kristy and Le, Huy and Davis, Daniel and Langley, Ronelle and Carlstrom, Aaron}, citeulike-article-id = {2926583}, citeulike-linkout-0 = {http://web.ebscohost.com.gate.lib.buffalo.edu/ehost/detail?vid=1&hid=4&sid=1311792d-298c-47a5-af9b-544b329c1e3f%40SRCSM1}, journal = {Psychological Bulletin}, keywords = {college, meta-analysis, outcomes, self-efficacy, social, support}, number = {2}, pages = {261--288}, posted-at = {2008-06-25 19:21:41}, priority = {2}, title = {Do psychosocial and study skill factors predict college outcomes? A meta-analysis}, url = {http://web.ebscohost.com.gate.lib.buffalo.edu/ehost/detail?vid=1&hid=4&sid=1311792d-298c-47a5-af9b-544b329c1e3f%40SRCSM1}, volume = {130}, year = {2004} }

TY - JOUR ID - citeulike:2926583 L3 - citeulike-article-id:2926583 N2 - This study examines the relationship between psychosocial and study skill factors (PSFs) and college outcomes by meta-analyzing 109 studies. On the basis of educational persistence and motivational theory models, the PSFs were categorized into 9 broad constructs: achievement motivation, academic goals, institutional commitment, perceived social support, social involvement, academic self-efficacy, general self-concept, academic-related skills, and contextual influences. Two college outcomes were targeted: performance (cumulative grade point average; GPA) and persistence (retention). Meta-analyses indicate moderate relationships between retention and academic goals, academic self-efficacy, and academic-related skills (ps = .340, .359, and .366, respectively). The best predictors for GPA were academic self-efficacy and achievement motivation (ps = .496 and .303, respectively). Supplementary regression analyses confirmed the incremental contributions of the PSF over and above those of socioeconomic status, standardized achievement, and high school GPA in predicting college outcomes. (PsycINFO Database Record (c) 2007 APA, all rights reserved) IS - 2 JF - Psychological Bulletin EP - 288 TI - Do psychosocial and study skill factors predict college outcomes? A meta-analysis VL - 130 SP - 261 KW - college KW - meta-analysis KW - outcomes KW - self-efficacy KW - social KW - support AU - Robbins, Steven AU - Lauver, Kristy AU - Le, Huy AU - Davis, Daniel AU - Langley, Ronelle AU - Carlstrom, Aaron PY - 2004/// UR - http://web.ebscohost.com.gate.lib.buffalo.edu/ehost/detail?vid=1&hid=4&sid=1311792d-298c-47a5-af9b-544b329c1e3f%40SRCSM1 ER -