Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.

Robbins, Steven B.; Lauver, Kristy; Le, Huy; Davis, Daniel; Langley, Ronelle; Carlstrom, Aaron

doi:10.1037/0033-2909.130.2.261

Cited by 2,479Higher Education Research StudiesEducation, Achievement, and GiftednessEducational Outcomes and Influences

Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.

Robbins, Steven B., Lauver, Kristy, Le, Huy, Davis, Daniel, Langley, Ronelle, Carlstrom, Aaron·2004·Psychological Bulletin

DOI 10.1037/0033-2909.130.2.261

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Abstract

This study examines the relationship between psychosocial and study skill factors (PSFs) and college outcomes by meta-analyzing 109 studies. On the basis of educational persistence and motivational theory models, the PSFs were categorized into 9 broad constructs: achievement motivation, academic goals, institutional commitment, perceived social support, social involvement, academic self-efficacy, general self-concept, academic-related skills, and contextual influences. Two college outcomes were targeted: performance (cumulative grade point average; GPA) and persistence (retention). Meta-analyses indicate moderate relationships between retention and academic goals, academic self-efficacy, and academic-related skills (ps =.340,.359, and.366, respectively). The best predictors for GPA were academic self-efficacy and achievement motivation (ps =.496 and.303, respectively). Supplementary regression analyses confirmed the incremental contributions of the PSF over and above those of socioeconomic status, standardized achievement, and high school GPA in predicting college outcomes.

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Untitled work
(1993)
Effects of external and internal interruptions on boredom at work: two studies
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Authors: Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A.
Affiliations: ACT (US)
University of Wisconsin–Eau Claire (US)
University of Iowa (US)
University of Wisconsin–Milwaukee (US)
ORCID: Lauver, Kristy
Le, Huy
Venue: Psychological Bulletin
Publisher: American Psychological Association (APA)
Published: 2004
Volume: 130
Issue: 2
Pages: 261-288
ISSN: 0033-2909 (ISSN-L)
1939-1455
DOI: 10.1037/0033-2909.130.2.261
OpenAlex: W2106866721
Cited by: 2,479
References: 200
Citations by year: 2026: 85 · 2025: 104 · 2024: 122 · 2023: 134 · 2022: 148 · 2021: 153 · 2020: 231 · 2019: 159 · 2018: 168 · 2017: 171 · 2016: 162 · 2015: 164 · 2014: 145 · 2013: 133 · 2012: 107
FWCI: 22.69
Type: journal article
Language: en
Open access: closed
Locations: Psychological Bulletin (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Education › Higher Education Research Studies
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › Educational Outcomes and Influences
Keywords: psychosocial factors, study skills, college outcomes, academic self-efficacy, achievement motivation, academic goals, student retention, grade point average, institutional commitment, perceived social support, social engagement, self-concept, student performance prediction
MeSH terms: Educational Status, Humans, Learning, Psychology, Retention, Psychology, Social Support, Universities, Self Efficacy

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Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.

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