Quest for the best non-cognitive predictor of academic achievement

Stankov, Lazar and Lee, Jihyun (2014) Quest for the best non-cognitive predictor of academic achievement. Educational Psychology, 34 (1). pp. 1-8. ISSN 0144-3410

Abstract

This is a review of five studies that reported new empirical data relevant for the predictability gradient hypothesis. This hypothesis is focused on within-person psychological variables typically collected in background questionnaires that examine the role of non-cognitive influences on students' academic achievement. Broad measures of maladjustment and motivation/goal orientation have the lowest correlations with achievement. Measures of confidence, on the other hand, have the highest predictive validity. The other self-beliefs measures are in the middle, although they can also be ordered from lower (self-concept) through medium (academic anxiety) to high (self-efficacy) levels of predictability.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version cannot be displayed due to copyright restrictions.
Faculty / Department / School: No Faculty
Date Deposited: 07 Aug 2017 02:52
Last Modified: 29 Nov 2017 03:23
Uncontrolled Keywords: confidence; non-cognitive traits; predicatability gradient
Fields of Research : 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences
Identification Number or DOI: 10.1080/01443410.2013.858908
URI: http://eprints.usq.edu.au/id/eprint/32811

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