Confidence: the best non-cognitive predictor of academic achievement?

Stankov, Lazar and Morony, Suzanne and Lee, Yim Ping (2014) Confidence: the best non-cognitive predictor of academic achievement? Educational Psychology, 34 (1). pp. 9-28. ISSN 0144-3410

Abstract

Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social and psychological adjustment variables and ratings of confidence in addition to these self-constructs. Our findings show that confidence explains most of the variance in achievement captured by the other self-constructs combined, and that psychological adjustment variables add little to the equation. Furthermore, in contrast to other cognitive and non-cognitive variables, confidence accounts for 46.3% of total variance in achievement, while measures of previous cognitive performance in combination with other non-cognitive variables account for 40.5% of the total variance. We discuss the ways in which confidence is important in education.


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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: 09 Aug 2017 01:04
Last Modified: 09 Aug 2017 01:04
Uncontrolled Keywords: confidence; mathematics anxiety; self-beliefs; self-constructs; self-efficacy
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: 10.1080/01443410.2013.814194
URI: http://eprints.usq.edu.au/id/eprint/32812

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