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Ability and Motivation: Assessing Individual Factors that Contribute to University Retention
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Alarcon, Gene M.; Edwards, Jean M. – Journal of Educational Psychology, 2013
The current study explored individual differences in ability and motivation factors of retention in first-year college students. We used discrete-time survival mixture analysis to model university retention. Parents' education, gender, American College Test (ACT) scores, conscientiousness, and trait affectivity were explored as predictors of…
Descriptors: Academic Achievement, Student Motivation, Academic Persistence, Individual Differences
Trait Complex, Cognitive Ability, and Domain Knowledge Predictors of Baccalaureate Success, STEM Persistence, and Gender Differences
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Ackerman, Phillip L.; Kanfer, Ruth; Beier, Margaret E. – Journal of Educational Psychology, 2013
Prediction of academic success at postsecondary institutions is an enduring issue for educational psychology. Traditional measures of high-school grade point average and high-stakes entrance examinations are valid predictors, especially of 1st-year college grades, yet a large amount of individual-differences variance remains unaccounted for.…
Descriptors: Cognitive Ability, Gender Differences, Academic Achievement, Educational Psychology
It's Best to Be Able and Virtuous Too: Student and Teacher Evaluative Responses to Successful Effort.
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Covington, Martin V.; Omelich, Carol L. – Journal of Educational Psychology, 1979
Undergraduates rated their affective reactions to hypothetical test performances under four success conditions. Then, in the role of teachers, they administered rewards to hypothetical students under identical conditions. Both positive self-evaluation and teacher praise were greatest when success followed effort. Perceptions of ability also…
Descriptors: Academic Ability, Achievement, Affective Behavior, Attribution Theory
Children Who Do Well in School: Individual Differences in Perceived Competence and Autonomy in Above-Average Children.
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Miserandino, Marianne – Journal of Educational Psychology, 1996
Self-determination theory and a motivational model of engagement were used to determine the impact of perceived competence and autonomy on engagement and performance in 77 third and fourth graders identified as above average in ability. Children who felt less competent or less autonomous reported more negative affect and withdrawal. (SLD)
Descriptors: Academic Ability, Affective Behavior, Competence, Elementary Education