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Do psychosocial and study skill factors predict college outcomes? A meta-analysis
Steven B Robbins1, Kristy Lauver, Huy Le
1Research Division, ACT, Iowa City, IA 52243-0168, USA. steve.robbins@act.org
Psychological Bulletin
|February 26, 2004
Summary
Psychosocial and study skill factors significantly predict college success. Academic goals, self-efficacy, and skills enhance student retention, while self-efficacy and motivation boost academic performance.
Area of Science:
- Educational Psychology
- Higher Education Studies
Background:
- Psychosocial and study skill factors (PSFs) are crucial for student success.
- Understanding these factors is key to improving college outcomes.
Purpose of the Study:
- To meta-analyze the relationship between PSFs and college performance (GPA) and persistence (retention).
- To identify key PSFs that predict academic success.
Main Methods:
- Meta-analysis of 109 studies.
- Categorization of PSFs into 9 constructs.
- Regression analyses to assess incremental validity.
Main Results:
- Academic goals, self-efficacy, and skills showed moderate relationships with retention (ps =.340–.366).
- Academic self-efficacy and achievement motivation were the best predictors of GPA (ps =.496 and.303).
- PSFs incrementally predicted outcomes beyond socioeconomic status, standardized achievement, and high school GPA.
Conclusions:
- PSFs are significant predictors of college performance and persistence.
- Targeting academic self-efficacy, motivation, goals, and skills can enhance student success.
- Interventions focusing on PSFs can improve educational outcomes.