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dc.contributor.authorAbraham, Cen_GB
dc.contributor.authorRichardson, Michelleen_GB
dc.contributor.authorBond, Roden_GB
dc.date.accessioned2013-01-03T13:25:46Zen_GB
dc.date.accessioned2013-04-02T14:36:01Z
dc.date.issued2012-06-01en_GB
dc.description.abstractA review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.en_GB
dc.identifier.citationVol. 138 (2), pp. 353-87en_GB
dc.identifier.doi10.1037/a0026838en_GB
dc.identifier.urihttp://hdl.handle.net/10036/4103en_GB
dc.publisherAmerican Psychological Associationen_GB
dc.titlePsychological correlates of University students' academic performance: a systematic review and meta analysisen_GB
dc.typeArticleen_GB
dc.date.available2013-01-03T13:25:46Zen_GB
dc.date.available2013-04-02T14:36:01Z
dc.descriptionThis article may not exactly replicate the final version published in the APA journal. It is not the copy of record. This is a postprint of an article published in Psychological Bulletin, 2012, 138(2), pp. 353-87 © 2012 copyright American Psychological Association. Psychological Bulletin is available online at: http://www.apa.org/pubs/journals/bul/index.aspxen_GB
dc.identifier.journalPsychological Bulletinen_GB


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