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

The DOI matches its Crossref record; 193 of the 200 references it cites were found in a registry or an index.

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

Open this paper in CoChat — free account

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.

Integrity signals

Registry

Crossref · 10.1037/0033-2909.130.2.261

Cites

193 of 193 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-efficacy mechanism in human agency
Bandura, A. (1982) · American Psychologist · doi:10.1037/0003-066x.37.2.122 · Cited by 15,975
THE BIG FIVE PERSONALITY DIMENSIONS AND JOB PERFORMANCE: A META‐ANALYSIS
BARRICK, M. R., & MOUNT, M. K. (1991) · Personnel Psychology · doi:10.1111/j.1744-6570.1991.tb00688.x · Cited by 8,689
Dropout from Higher Education: A Theoretical Synthesis of Recent Research
Tinto, V. (1975) · Review of Educational Research · doi:10.2307/1170024 · Cited by 7,888
Attitude-behavior relations: A theoretical analysis and review of empirical research
Ajzen, I., & Fishbein, M. (1977) · Psychological Bulletin · doi:10.1037/0033-2909.84.5.888 · Cited by 7,611
Motivational beliefs, values, and goals
Eccles, J. S., & Wigfield, A. (2002) · Annual Review of Psychology · doi:10.1146/annurev.psych.53.100901.135153 · Cited by 7,587
Leaving College: Rethinking the Causes and Cures of Student Attrition
Bean, J. P., & Tinto, V. (1988) · The Journal of Higher Education · doi:10.2307/1982243 · Cited by 7,408
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
Untitled work
(1999) · Cited by 6,308
Methods of Meta-Analysis: Correcting Error and Bias in Research Findings
Schmidt, F. L., & Hunter, J. E. (2015) · doi:10.4135/9781483398105 · Cited by 5,542
The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings.
Schmidt, F. L., & Hunter, J. E. (1998) · Psychological Bulletin · doi:10.1037//0033-2909.124.2.262 · Cited by 4,180

Flagged first, then by citations

Show all 200 references

7 of the 200 references couldn’t be matched to a known paper.

Research works printed but not linked: 14

1989, Building better study skills: Practical methods for succeeding in college.
1997, ACT assessment technical manual.
Bandura, 1986, Social foundations of thought and action: A social cognitive theory.
10.2307/1162986 · DOI
Gloria, 1999, African American students' persistence at a predominantly White university: Influence of social support, university comfort, and self-beliefs., Journal of College Student Development, 40, 257
10.2307/1170605 · DOI · Paper page
Jackson, 1984, Personality Research Form manual. Port Huron.
Noble. 1996 · DOI
Osher, 1995, The College Adjustment Inventory
Pintrich, 1989, The dynamic interplay of student motivation and cognition in the college classroom., Vol. 6, 117
10.1037/0033-2909.124.2.262 · DOI · Paper page
Tomlinson-Clarke, 1994, A longitudinal study of the relationship between academic comfort, occupational orientation and persistence among African American, Hispanic and White college students., Journal of College Student Development, 35, 25
Tomlinson-Clarke, 1994, Predicting social adjustment and academic achievement for college women with and without precollege leadership., Journal of College Student Development, 35, 120
Willingham, 1985, Success in college.

Sorted by citations

Items 101–200 of 1,005

SmartGPA: how smartphones can assess and predict academic performance of college students
Wang, R., Harari, G., Hao, P., Zhou, X., & Campbell, A. (2015) · Ubiquitous Computing · doi:10.1145/2750858.2804251 · Cited by 219
Stereotype threat as a barrier to women entering engineering careers
Cadaret, M. C., Hartung, P. J., Subich, L. M., & Weigold, I. K. (2016) · Journal of Vocational Behavior · doi:10.1016/j.jvb.2016.12.002 · Cited by 197
Domain-general problem solving skills and education in the 21st century
Greiff, S., Wüstenberg, S., Csapó, B., Δημητρίου, Α., Hautamäki, J., Graesser, A. C., & Martin, R. (2014) · Educational Research Review · doi:10.1016/j.edurev.2014.10.002 · Cited by 188
Online or face-to-face learning? Exploring the personal factors that predict students' choice of instructional format
Artino, A. R. (2010) · The Internet and Higher Education · doi:10.1016/j.iheduc.2010.07.005 · Cited by 210
Examining the relations of time management and procrastination within a model of self-regulated learning
Wolters, C. A., Won, S., & Hussain, M. (2017) · Metacognition and Learning · doi:10.1007/s11409-017-9174-1 · Cited by 186
Prediction of 4-year college student performance using cognitive and noncognitive predictors and the impact on demographic status of admitted students.
Schmitt, N., Keeney, J., Oswald, F. L., Pleskac, T. J., Billington, A. Q., Sinha, R., & Zorzie, M. (2009) · Journal of Applied Psychology · doi:10.1037/a0016810 · Cited by 201
Career Development Among First-Year College Students: College Self-Efficacy, Student Persistence, and Academic Success
Wright, S. L., Jenkins-Guarnieri, M. A., & Murdock, J. L. (2013) · Journal of Career Development · doi:10.1177/0894845312455509 · Cited by 182
Intrinsic Motivation, Performance, and the Mediating Role of Mastery Goal Orientation: A Test of Self-Determination Theory
Cerasoli, C. P., & Ford, M. T. (2013) · The Journal of Psychology · doi:10.1080/00223980.2013.783778 · Cited by 216
The rapid rise of generative AI and its implications for academic integrity: Students’ perceptions and use of chatbots for assistance with assessments
Gruenhagen, J. H., Sinclair, P. M., Carroll, J.-A., Baker, P. R. A., Wilson, A., & Demant, D. (2024) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2024.100273 · Cited by 339
The determinants of scholastic achievement: The contribution of personality traits, self-esteem, and academic self-efficacy
Giunta, L. D., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Zuffianò, A., & Caprara, G. V. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.07.006 · Cited by 180
Conscientiousness and achievement motivation predict performance
Richardson, M. A., & Abraham, C. (2009) · European Journal of Personality · doi:10.1002/per.732 · Cited by 178
Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting
Dekker, I., De Jong, E. M., Schippers, M. C., De Bruijn-Smolders, M., Alexiou, A., & Giesbers, B. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01063 · Cited by 176
Predicting change over time in career planning and career exploration for high school students
Creed, P. A., Patton, W., & Prideaux, L. (2006) · Journal of Adolescence · doi:10.1016/j.adolescence.2006.04.003 · Cited by 174
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement
Stupnisky, R. H., Renaud, R. D., Daniels, L. M., Haynes, T. L., & Perry, R. P. (2008) · Research in Higher Education · doi:10.1007/s11162-008-9093-8 · Cited by 182
“I Am Working-Class”
Rubin, M., Denson, N., Kilpatrick, S., Matthews, K., Stehlik, T., & Zyngier, D. (2014) · Educational Researcher · doi:10.3102/0013189x14528373 · Cited by 230
Finding Your Niche: Identity and Emotional Support in Emerging Adults' Adjustment to the Transition to College
Azmitia, M., Syed, M., & Radmacher, K. (2013) · Journal of Research on Adolescence · doi:10.1111/jora.12037 · Cited by 167
Training Engagement Theory: A Multilevel Perspective on the Effectiveness of Work-Related Training
Sitzmann, T., & Weinhardt, J. M. (2015) · Journal of Management · doi:10.1177/0149206315574596 · Cited by 209
School motivation and high school dropout: The mediating role of educational expectation
Fan, W., & Wolters, C. A. (2012) · British Journal of Educational Psychology · doi:10.1111/bjep.12002 · Cited by 172
Does students' grit predict their school achievement above and beyond their personality, motivation, and engagement?
Steinmayr, R., Weidinger, A. F., & Wigfield, A. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.02.004 · Cited by 163
Adjustment to university and academic performance among disadvantaged students in South Africa
Petersen, I., Louw, J., & Dumont, K. B. (2009) · Educational Psychology · doi:10.1080/01443410802521066 · Cited by 160
A meta-analysis on critical thinking and community college student achievement
Fong, C. J., Kim, Y., Davis, C., Hoang, T., & Kim, Y. W. (2017) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2017.06.002 · Cited by 207
Positive Emotions, Autonomy Support and Academic Performance of University Students: The Mediating Role of Academic Engagement and Self-efficacy
Oriol, X., Lira, M. M., Apablaza, C. G. C., & Molina-López, V.-M. (2016) · Revista de Psicodidáctica (English ed ) · doi:10.1387/revpsicodidact.14280 · Cited by 197
A meta-meta-analysis: Empirical review of statistical power, type I error rates, effect sizes, and model selection of meta-analyses published in psychology
Cafri, G., Kromrey, J. D., & Brannick, M. T. (2010) · Multivariate Behavioral Research · doi:10.1080/00273171003680187 · Cited by 156
Self-efficacy, test anxiety, and academic success: A longitudinal validation
Roick, J., & Ringeisen, T. (2017) · International Journal of Educational Research · doi:10.1016/j.ijer.2016.12.006 · Cited by 183
Learning strategies and academic performance in distance education
Neroni, J., Meijs, C. J. C., Gijselaers, H. J. M., Kirschner, P. A., & de Groot, R. H. M. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.04.007 · Cited by 176
How Study Environments Foster Academic Procrastination: Overview and Recommendations
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.540910 · Cited by 159
Social class differences in social integration among students in higher education: A meta-analysis and recommendations for future research.
Rubin, M. (2011) · Journal of Diversity in Higher Education · doi:10.1037/a0026162 · Cited by 186
Motivational and Skills, Social, and Self-Management Predictors of College Outcomes: Constructing the Student Readiness Inventory
Le, H., Casillas, A., Robbins, S. B., & Langley, R. (2005) · Educational and Psychological Measurement · doi:10.1177/0013164404272493 · Cited by 157
Self-citation
The relationship between student interaction with generative artificial intelligence and learning achievement: serial mediating roles of self-efficacy and cognitive engagement
Liang, J. L., Wang, L., Luo, J., Yan, Y., & Fan, C. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1285392 · Cited by 222
Physical Activity and Social Cognitive Theory: A Test in a Population Sample of Adults with Type 1 or Type 2 Diabetes
Plotnikoff, R. C., Lippke, S., Courneya, K. S., Birkett, N., & Sigal, R. J. (2008) · Applied Psychology · doi:10.1111/j.1464-0597.2008.00344.x · Cited by 148
Drug use patterns and continuous enrollment in college: results from a longitudinal study
Arria, A. M., Garnier-Dykstra, L. M., Caldeira, K. M., Vincent, K. B., Winick, E. R., & O’Grady, K. E. (2013) · Journal of Studies on Alcohol and Drugs · doi:10.15288/jsad.2013.74.71 · Cited by 149
Believe, and You Will Achieve: Changes over Time in Self‐Efficacy, Engagement, and Performance
Ouweneel, E., Schaufeli, W. B., & Blanc, P. M. L. (2013) · Applied Psychology Health and Well-Being · doi:10.1111/aphw.12008 · Cited by 161
A Model for Freshman engineering r etention
Veenstra, C. P., & eriC, L. (2009) · AEE Journal · Cited by 149
Profiles in self-regulated learning and their correlates for online and blended learning students
Broadbent, J., & Fuller‐Tyszkiewicz, M. (2018) · Educational Technology Research and Development · doi:10.1007/s11423-018-9595-9 · Cited by 165
Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries
Chiu, M. M., Chow, B. W., & McBride-Chang, C. A. (2007) · Learning and Individual Differences · doi:10.1016/j.lindif.2007.03.007 · Cited by 147
Predictors of Long-Term Enrollment and Degree Outcomes for Community College Students: Integrating Academic, Psychosocial, Socio-demographic, and Situational Factors
Porchea, S. F., Allen, J., Robbins, S. B., & Phelps, R. P. (2010) · The Journal of Higher Education · doi:10.1080/00221546.2010.11779077 · Cited by 147
Self-citation
Defining gameful experience as a psychological state caused by gameplay: Replacing the term ‘Gamefulness’ with three distinct constructs
Landers, R. N., Tondello, G. F., Kappen, D. L., Collmus, A. B., Mekler, E. D., & Nacke, L. E. (2018) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2018.08.003 · Cited by 150
Psychosocial Factors and Community College Student Success
Fong, C. J., Davis, C., Kim, Y., Kim, Y. W., Marriott, L., & Kim, S. (2016) · Review of Educational Research · doi:10.3102/0034654316653479 · Cited by 190
The Relationship Between Self-Efficacy and Academic Achievement: A 5-Year Panel Analysis
Hwang, M. H., Choi, H. C., Lee, A., Culver, J. D., & Hutchison, B. (2016) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-015-0236-3 · Cited by 143
Attribution-Based Treatment Interventions in Some Achievement Settings
Perry, R. P., Chipperfield, J. G., Hladkyj, S., Pekrun, R. H., & Hamm, J. M. (2014) · Emerald Group Publishing Limited eBooks · doi:10.1108/s0749-742320140000018000 · Cited by 146
An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments
Dwyer, C. P., Hogan, M., & Stewart, I. (2012) · Metacognition and Learning · doi:10.1007/s11409-012-9092-1 · Cited by 162
The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy
Ruegg, R. (2014) · Language Learning Journal · doi:10.1080/09571736.2014.958190 · Cited by 170
Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions
Daumiller, M. H., Stupnisky, R. H., & Janke, S. (2019) · International Journal of Educational Research · doi:10.1016/j.ijer.2019.101502 · Cited by 174
The relationship of academic self-efficacy to class participation and exam performance
Galyon, C. E., Blondin, C. A., Yaw, J. S., Nalls, M. L., & Williams, R. L. (2011) · Social Psychology of Education · doi:10.1007/s11218-011-9175-x · Cited by 137
Student Ownership of Learning as a Key Component of College Readiness
Conley, D. T., & French, E. M. (2013) · American Behavioral Scientist · doi:10.1177/0002764213515232 · Cited by 179
The Cambridge Handbook of Personality Psychology
(2020) · Cambridge University Press eBooks · doi:10.1017/9781108264822 · Cited by 148
An application of classification models to predict learner progression in tertiary education
Gray, G., McGuinness, C., & Owende, P. M. O. (2014) · IEEE International Advance Computing Conference · doi:10.1109/iadcc.2014.6779384 · Cited by 136
Effects of loneliness and differential usage of Facebook on college adjustment of first-year students
Wohn, D. Y., & LaRose, R. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.03.018 · Cited by 147
The impact of social capital on self-efficacy and study success among first-year university students
Brouwer, J., Jansen, E. P. W. A., Flache, A., & Hofman, R. H. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.09.016 · Cited by 133
Think, feel, act: motivational and emotional influences on military students’ online academic success
Artino, A. R. (2009) · Journal of Computing in Higher Education · doi:10.1007/s12528-009-9020-9 · Cited by 143
The development and implications of peer emotional support for student service members/veterans and civilian college students.
Whiteman, S. D., Barry, A. E., Mroczek, D. K., & Wadsworth, S. M. (2013) · Journal of Counseling Psychology · doi:10.1037/a0031650 · Cited by 132
The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement
Gutiérrez, M., & Tomás, J. M. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1566519 · Cited by 169
The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring
Bettinger, E., & Baker, R. B. (2011) · National Bureau of Economic Research · doi:10.3386/w16881 · Cited by 131
The Roles of Gender Stigma Consciousness, Impostor Phenomenon and Academic Self-Concept in the Academic Outcomes of Women and Men
Cokley, K., Awad, G. H., Smith, L. V., Jackson, S., Awosogba, O., Hurst, A. R., Stone, S., Blondeau, L. A., & Roberts, D. (2015) · Sex Roles · doi:10.1007/s11199-015-0516-7 · Cited by 163
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework
Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2016) · Plenum series on human exceptionality · doi:10.1007/978-3-319-28606-8_10 · Cited by 142
Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability
Galla, B. M., Shulman, E. P., Plummer, B. D., Gardner, M., Hutt, S. J., Goyer, J. P., D’Mello, S. K., Finn, A. S., & Duckworth, A. L. (2019) · American Educational Research Journal · doi:10.3102/0002831219843292 · Cited by 159
USING AND DOING SCIENCE: GENDER, SELF-EFFICACY, AND SCIENCE IDENTITY OF UNDERGRADUATE STUDENTS IN STEM
Williams, M. M., & George-Jackson, C. E. (2014) · Journal of Women and Minorities in Science and Engineering · doi:10.1615/jwomenminorscieneng.2014004477 · Cited by 127
Effectiveness of e-learning: the mediating role of student engagement on perceived learning effectiveness
Panigrahi, R., Srivastava, P. R., & Panigrahi, P. K. (2020) · Information Technology and People · doi:10.1108/itp-07-2019-0380 · Cited by 172
Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university
Schnettler, T., Bobe, J., Scheunemann, A., Fries, S., & Grunschel, C. (2020) · Motivation and Emotion · doi:10.1007/s11031-020-09822-w · Cited by 152
Beyond conscientiousness: Career optimism and satisfaction with academic major
McIlveen, P., Beccaria, G., & Burton, L. J. (2013) · Journal of Vocational Behavior · doi:10.1016/j.jvb.2013.05.005 · Cited by 127
The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation
Ziegler, N., & Opdenakker, M.-C. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.04.009 · Cited by 126
Canadian university students in wireless classrooms: What do they do on their laptops and does it really matter?
Gaudreau, P., Miranda, D., & Gareau, A. (2014) · Computers & Education · doi:10.1016/j.compedu.2013.08.019 · Cited by 126
Which factors best account for academic success: Those which college students can control or those they cannot?
Dollinger, S. J., Matyja, A. M., & Huber, J. L. (2007) · Journal of Research in Personality · doi:10.1016/j.jrp.2007.11.007 · Cited by 126
Trait complex, cognitive ability, and domain knowledge predictors of baccalaureate success, STEM persistence, and gender differences.
Ackerman, P. L., Kanfer, R., & Beier, M. E. (2013) · Journal of Educational Psychology · doi:10.1037/a0032338 · Cited by 127
Evaluating a nursing communication skills training course: The relationships between self-rated ability, satisfaction, and actual performance
Mullan, B. A., & Kothe, E. J. (2010) · Nurse Education in Practice · doi:10.1016/j.nepr.2010.05.007 · Cited by 124
Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews
Dresel, M., Schmitz, B., Schober, B., Spiel, C., Ziegler, A., Engelschalk, T., Jöstl, G., Klug, J., Roth, A., Wimmer, B., et al. (2015) · Studies in Higher Education · doi:10.1080/03075079.2015.1004236 · Cited by 152
Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy
Kolil, V. K., Muthupalani, S., & Achuthan, K. (2020) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-020-00204-3 · Cited by 146
Academic Course Engagement During One Semester Forecasts College Success: Engaged Students Are More Likely to Earn a Degree, Do It Faster, and Do It Better
Svanum, S., & Bigatti, S. M. (2009) · Journal of college student development · doi:10.1353/csd.0.0055 · Cited by 136
The Best of Both Worlds: The Role of Career Adaptability and Career Competencies in Students’ Well-Being and Performance
Akkermans, J., Paradnikė, K., HEIJDEN, B. I. J. M. V. D., & Vos, A. D. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01678 · Cited by 144
A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence in Vulnerable College Students
Haynes, T. L., Perry, R. P., Stupnisky, R. H., & Daniels, L. M. (2009) · Higher education · doi:10.1007/978-1-4020-9628-0_6 · Cited by 122
The development of achievement emotions and coping/emotion regulation from primary to secondary school
Vierhaus, M., Lohaus, A., & Wild, E. (2015) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.11.002 · Cited by 117
A Complex quest: The development and research of underachievement interventions for gifted students
Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012) · Psychology in the Schools · doi:10.1002/pits.21620 · Cited by 130
Cognitive and non-cognitive predictors of college readiness and performance: Role of academic discipline
Komarraju, M., Ramsey, A. T., & Rinella, V. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.12.007 · Cited by 116
When does time perspective matter? Self-control as a moderator between time perspective and academic achievement
Barber, L. K., Munz, D. C., Bagsby, P. G., & Grawitch, M. J. (2008) · Personality and Individual Differences · doi:10.1016/j.paid.2008.10.007 · Cited by 126
The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences
Syed, M., Zurbriggen, E. L., Chemers, M. M., Goza, B. K., Bearman, S., Crosby, F. J., Shaw, J. M., Hunter, L., & Morgan, E. M. (2018) · Analyses of Social Issues and Public Policy · doi:10.1111/asap.12170 · Cited by 134
The influence of personal networks and social support on study attainment of students in university education
Eggens, L., van der Werf, G. P. C., & Bosker, R. (2007) · Higher Education · doi:10.1007/s10734-007-9074-4 · Cited by 120
Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness
Permzadian, V., & Credé, M. (2015) · Review of Educational Research · doi:10.3102/0034654315584955 · Cited by 115
Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan
Hsieh, T.-L. (2014) · Higher Education · doi:10.1007/s10734-014-9720-6 · Cited by 115
Miscalibration of self-efficacy and academic performance: Self-efficacy ≠ self-fulfilling prophecy
Talsma, K., Schüz, B., & Norris, K. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.11.002 · Cited by 142
Influential Factors in Academic and Career Self‐Efficacy: Attachment, Supports, and Career Barriers
Wright, S. L., Perrone, K. M., Boo, J. N., & Vannatter, A. (2014) · Journal of Counseling & Development · doi:10.1002/j.1556-6676.2014.00128.x · Cited by 118
The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution
Kaufman, J. C., Agars, M. D., & Lopez-Wagner, M. C. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2007.11.004 · Cited by 113
Peer Feedback Improves Students’ Academic Self-Concept in Higher Education
Simonsmeier, B. A., Peiffer, H., Flaig, M., & Schneider, M. (2020) · Research in Higher Education · doi:10.1007/s11162-020-09591-y · Cited by 135
Student dropout at university: a phase-orientated view on quitting studies and changing majors
Bäulke, L., Grunschel, C., & Dresel, M. (2021) · European Journal of Psychology of Education · doi:10.1007/s10212-021-00557-x · Cited by 138
The Impact of Hispanic-Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs on Latina/o Academic Self-Concept
Cuellar, M. G. (2014) · Review of higher education/The review of higher education · doi:10.1353/rhe.2014.0032 · Cited by 111
Approaching evaluation from a multilevel perspective: A comprehensive analysis of the indicators of training effectiveness
Sitzmann, T., & Weinhardt, J. M. (2017) · Human Resource Management Review · doi:10.1016/j.hrmr.2017.04.001 · Cited by 140
How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners
Broadbent, J., Sharman, S. J., Panadero, E., & Fuller‐Tyszkiewicz, M. (2021) · The Internet and Higher Education · doi:10.1016/j.iheduc.2021.100805 · Cited by 131
Grit, Self-Esteem, Learning Strategies and Attitudes and Estimated and Achieved Course Grades among College Students
Weisskirch, R. S. (2016) · Current Psychology · doi:10.1007/s12144-016-9485-4 · Cited by 110
The relationship between objective and perceived fit with academic major, adaptability, and major-related outcomes
Wessel, J. L., Ryan, A. M., & Oswald, F. L. (2007) · Journal of Vocational Behavior · doi:10.1016/j.jvb.2007.11.003 · Cited by 110
Do academically gifted and nongifted students differ on the Big-Five and adaptive status? Some recent data and conclusions
Zeidner, M., & Shani-Zinovich, I. (2011) · Personality and Individual Differences · doi:10.1016/j.paid.2011.05.007 · Cited by 119
Well‐being and academic achievement in secondary school pupils: The unique effects of burnout and engagement
Cadime, I., Pinto, A. M., Lima, S., Rego, S., Pereira, J., & Ribeiro, I. (2016) · Journal of Adolescence · doi:10.1016/j.adolescence.2016.10.003 · Cited by 133
The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance — Do gender and test anxiety matter?
Schnell, K., Ringeisen, T., Raufelder, D., & Rohrmann, S. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.12.008 · Cited by 127
The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance
Manganelli, S., Cavicchiolo, E., Mallia, L., Biasi, V., Lucidi, F., & Alivernini, F. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1572104 · Cited by 129
Academic Achievement: Influences of University Students’ Self-Management and Perceived Self-Efficacy
Al‐Abyadh, M. H. A., & Azeem, H. A. H. A. (2022) · Journal of Intelligence · doi:10.3390/jintelligence10030055 · Cited by 207
Online Military Training: Using a Social Cognitive View of Motivation and Self-Regulation to Understand Students' Satisfaction, Perceived Learning, and Choice
Artino, A. R. (2007) · Cited by 107
Short-term motivation trajectories: A parallel process model of expectancy-value
Kosovich, J. J., Flake, J. K., & Hulleman, C. S. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.01.004 · Cited by 112
The self-efficacy and academic performance reciprocal relationship: the influence of task difficulty and baseline achievement on learner trajectory
Honicke, T., Broadbent, J., & Fuller‐Tyszkiewicz, M. (2023) · Higher Education Research & Development · doi:10.1080/07294360.2023.2197194 · Cited by 157
Noncognitive Factors and College Student Success
Farruggia, S. P., Han, C., Watson, L., Moss, T. P., & Bottoms, B. L. (2016) · Journal of College Student Retention Research Theory & Practice · doi:10.1177/1521025116666539 · Cited by 136
Academic Self-Efficacy, Coping, and Academic Performance in College
Khan, M. (2013) · International Journal of Undergraduate Research and Creative Activities · doi:10.7710/2168-0620.1006 · Cited by 124
Measuring Adjustment to College: Construct Validity of the Student Adaptation to College Questionnaire
Feldt, R. C., Graham, M. A., & Dew, D. E. (2011) · Measurement and Evaluation in Counseling and Development · doi:10.1177/0748175611400291 · Cited by 104
Calculating the contribution of sleep problems to undergraduates' academic success
Hartmann, M. E., & Prichard, J. R. (2018) · Sleep Health · doi:10.1016/j.sleh.2018.07.002 · Cited by 98

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 › Developmental and Educational 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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

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

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks