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Direct linkSass, Daniel A.; Castro-Villarreal, Felicia; Wilkerson, Steve; Guerra, Norma; Sullivan, Jeremy – Review of Higher Education, 2018
Student retention models were tested via structural equation modeling to examine the interrelations and predictability among socioeconomic status, psychosocial, and student success variables with a sample of 445 undergraduate students attending a large Hispanic serving institution. The proposed theoretical model included socioeconomic status…
Descriptors: Undergraduate Students, Hispanic American Students, Structural Equation Models, Predictor Variables
Wilson, Hope E.; Siegle, Del; McCoach, D. Betsy; Little, Catherine A.; Reis, Sally M. – Gifted Child Quarterly, 2014
Academic self-concept predicts students' future goals and is affected by a student's relative success compared with his or her peer group. This exploratory study used structural equation modeling to examine the contributions of the perceived level of difficulty of the curriculum, in addition to the contributions of social comparison and…
Descriptors: Academically Gifted, Self Concept, Academic Ability, Structural Equation Models
Coyle, Thomas R.; Pillow, David R. – Intelligence, 2008
This research examined whether the SAT and ACT would predict college grade point average (GPA) after removing g from the tests. SAT and ACT scores and freshman GPAs were obtained from a university sample (N=161) and the 1997 National Longitudinal Study of Youth (N=8984). Structural equation modeling was used to examine relationships among g, GPA,…
Descriptors: Intelligence, Grade Point Average, Structural Equation Models, Predictive Validity
