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

Show all 200 references

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 201–300 of 1,005

Perceived (Academic) Control and Scholastic Attainment in Higher Education
Perry, R. P., Hall, N. C., & Ruthig, J. C. (2007) · Springer eBooks · doi:10.1007/1-4020-5742-3_12 · Cited by 101
The impact of academic self‐concept, expectations and the choice of learning strategy on academic achievement: the case of business students
Rodríguez, C. M. (2009) · Higher Education Research & Development · doi:10.1080/07294360903146841 · Cited by 114
Academic Support From Peers as a Predictor of Academic Self-Efficacy Among College Students
Altermatt, E. R. (2016) · Journal of College Student Retention Research Theory & Practice · doi:10.1177/1521025116686588 · Cited by 124
A longitudinal study: Affective wellbeing, psychological wellbeing, self‐efficacy and academic performance among first‐year undergraduate students
Cobo‐Rendón, R., Pérez-Villalobos, M. V., Páez, D., & Leiva, M. G. (2020) · Scandinavian Journal of Psychology · doi:10.1111/sjop.12618 · Cited by 141
Honors Students’ Perceptions of Their High School Experiences
Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2013) · Gifted Child Quarterly · doi:10.1177/0016986213513496 · Cited by 138
Transition from high school to university: a person-centered approach to academic achievement
Clercq, M. D., Galand, B., & Frenay, M. (2016) · European Journal of Psychology of Education · doi:10.1007/s10212-016-0298-5 · Cited by 109
Teachers’ attitude regarding the use of ICT. A factor reliability and validity study
Hernández-Ramos, J. P., Abad, F. M., García‐Peñalvo, F. J., García, M. E. H., & Conde, M. J. R. (2013) · Computers in Human Behavior · doi:10.1016/j.chb.2013.04.039 · Cited by 98
Critical Thinking Motivational Scale: a contribution to the study of relationship between critical thinking and motivation
Valenzuela, J., Nieto, A. M., & Saiz, C. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v9i24.1475 · Cited by 103
Effects of interest–major congruence, motivation, and academic performance on timely degree attainment.
Allen, J., & Robbins, S. (2010) · Journal of Counseling Psychology · doi:10.1037/a0017267 · Cited by 166
Self-citation
The Relation Between Global and Specific Mindset With Reading Outcomes for Elementary School Students
Petscher, Y., Otaiba, S. A., Wanzek, J., Rivas, B. K., & Jones, F. G. (2017) · Scientific Studies of Reading · doi:10.1080/10888438.2017.1313846 · Cited by 102
Students' math performance in higher education: Examining the role of self-regulated learning and self-efficacy
Roick, J., & Ringeisen, T. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.05.018 · Cited by 108
Focusing on How Students Study
Gurung, R. A. R., Weidert, J. M., & Jeske, A. (2010) · Indiana Magazine of History (Indiana University) · Cited by 97
Predicting student enrollment and persistence in college STEM fields using an expanded P-E fit framework: A large-scale multilevel study.
Le, H., Robbins, S. B., & Westrick, P. A. (2014) · Journal of Applied Psychology · doi:10.1037/a0035998 · Cited by 115
Self-citation
Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: el papel mediador del compromiso académico y la autoeficacia
Oriol, X., Lira, M. M., Apablaza, C. G. C., & Molina-López, V.-M. (2017) · Revista de Psicodidáctica · doi:10.1016/s1136-1034(17)30043-6 · Cited by 129
A combined experimental and individual-differences investigation into mind wandering during a video lecture.
Kane, M. J., Smeekens, B. A., von Bastian, C. C., Lurquin, J., Carruth, N. P., & Miyake, A. (2017) · Journal of Experimental Psychology General · doi:10.1037/xge0000362 · Cited by 116
Exploring the impact of depression, anxiety, stress, academic engagement, and dropout intention on medical students' academic performance: A prospective study
Sinval, J., Oliveira, P., Novais, F., Almeida, C. M., & Telles‐Correia, D. (2024) · Journal of Affective Disorders · doi:10.1016/j.jad.2024.09.116 · Cited by 96
From anxiety to action: exploring the impact of artificial intelligence anxiety and artificial intelligence self-efficacy on motivated learning of undergraduate students
Chen, C., Hu, W., & Wei, X. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2440877 · Cited by 116
Using institutional data to predict student course selections in higher education
Ognjanović, I., Gašević, D., & Dawson, S. (2015) · The Internet and Higher Education · doi:10.1016/j.iheduc.2015.12.002 · Cited by 95
The first year in higher education: the role of individual factors and the learning environment for academic integration
Schaeper, H. (2019) · Higher Education · doi:10.1007/s10734-019-00398-0 · Cited by 110
Predicting and resolving non-completion in higher (online) education – A literature review
Delnoij, L. E. C., Dirkx, K., Janssen, J., & Martens, R. L. (2020) · Educational Research Review · doi:10.1016/j.edurev.2020.100313 · Cited by 98
Achievement Goals in Educational Contexts: A Social Psychology Perspective
Darnon, C., Dompnier, B., & Poortvliet, P. M. (2012) · Social and Personality Psychology Compass · doi:10.1111/j.1751-9004.2012.00457.x · Cited by 105
Personality, Motivation, and College Readiness: A Prospectus for Assessment and Development
Kyllonen, P. C., Lipnevich, A. A., Burrus, J. T., & Roberts, R. D. (2014) · ETS Research Report Series · doi:10.1002/ets2.12004 · Cited by 109
The key to successful achievement as an undergraduate student: confidence and realistic expectations?
Nicholson, L. J., Putwain, D. W., Connors, L., & Hornby-Atkinson, P. (2011) · Studies in Higher Education · doi:10.1080/03075079.2011.585710 · Cited by 120
Modeling AI-assisted writing: How self-regulated learning influences writing outcomes
Jin, F., Lin, C.-H., & Lai, C. (2025) · Computers in Human Behavior · doi:10.1016/j.chb.2024.108538 · Cited by 93
Secondary school students' engagement profiles and their relationship with academic adjustment and achievement in university
van Rooij, E., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.01.004 · Cited by 110
Sex differences in secondary school success: why female students perform better
Fischer, F. T., Schult, J., & Hell, B. (2012) · European Journal of Psychology of Education · doi:10.1007/s10212-012-0127-4 · Cited by 107
Belief in school meritocracy as a system-justifying tool for low status students
Wiederkehr, V., Bonnot, V., Krauth-Gruber, S., & Darnon, C. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01053 · Cited by 92
Constructive Criticism: The Role of Student-Faculty Interactions on African American and Hispanic Students' Educational Gains
Cole, D. (2008) · Journal of college student development · doi:10.1353/csd.0.0040 · Cited by 107
A Systematic Overview of Meta-Analyses on Socioeconomic Status, Cognitive Ability, and Achievement: The Need to Focus on Specific Pathways
Korous, K. M., Causadías, J. M., Bradley, R. H., Luthar, S. S., & Levy, R. (2020) · Psychological Reports · doi:10.1177/0033294120984127 · Cited by 109
Online Mathematics Achievement: Effects of Learning Strategies and Self-Efficacy
Wadsworth, L. M., Husman, J. E., Duggan, M. A., & Pennington, M. (2007) · Journal of developmental education · Cited by 91
The relationship of freshmen's physics achievement and their related affective characteristics
Güngör, A., Eryılmaz, A., & Fakıoglu, T. (2007) · Journal of Research in Science Teaching · doi:10.1002/tea.20200 · Cited by 89
At-risk at the gate: prediction of study success of first-year science and engineering students in an open-admission university in Flanders—any incremental validity of study strategies?
Pinxten, M., Soom, C. V., Peeters, C., Laet, T. D., & Langie, G. (2017) · European Journal of Psychology of Education · doi:10.1007/s10212-017-0361-x · Cited by 92
Dynamic Interactions and Intersubjectivity: Challenges to Causal Modeling in Studies of College Student Debt
Dowd, A. C. (2008) · Review of Educational Research · doi:10.3102/0034654308317252 · Cited by 95
The development of personality across the lifespan
Donnellan, M. B., & Robins, R. W. (2012) · Cambridge University Press eBooks · doi:10.1017/cbo9780511596544.015 · Cited by 89
The roles of cognitive and motivational predictors in explaining school achievement in elementary school
Weber, H. S., Lu, L., Shi, J., & Spinath, F. M. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.03.008 · Cited by 88
Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners
Karlen, Y. (2016) · The Journal of Educational Research · doi:10.1080/00220671.2014.942895 · Cited by 111
Validity of the MicroDYN approach: Complex problem solving predicts school grades beyond working memory capacity
Schweizer, F., Wüstenberg, S., & Greiff, S. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.12.011 · Cited by 88
Academic Achievement, Attendance, and School-Related Quality of Life in Pediatric Inflammatory Bowel Disease
Mackner, L. M., Bickmeier, R. M., & Crandall, W. (2012) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/dbp.0b013e318240cf68 · Cited by 88
Do motivational regulation strategies contribute to university students' academic success?
Kryshko, O., Fleischer, J., Waldeyer, J., Wirth, J., & Leutner, D. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101912 · Cited by 114
Content Management Systems: Enriched learning opportunities for all?
Lust, G., Collazo, N. A. J., Elen, J., & Clarebout, G. (2012) · Computers in Human Behavior · doi:10.1016/j.chb.2011.12.009 · Cited by 95
Personality Traits and Educational Identity Formation in Late Adolescents: Longitudinal Associations and Academic Progress
Klimstra, T. A., Luyckx, K., Germeijs, V., Meeus, W., & Goossens, L. (2011) · Journal of Youth and Adolescence · doi:10.1007/s10964-011-9734-7 · Cited by 101
Student perspectives on self-directed learning
Douglass, C., & Morris, S. R. (2014) · Journal of the Scholarship of Teaching and Learning · doi:10.14434/josotl.v14i1.3202 · Cited by 111
Temperament and brain networks of attention
Posner, M. I., & Rothbart, M. K. (2018) · Philosophical Transactions of the Royal Society B Biological Sciences · doi:10.1098/rstb.2017.0254 · Cited by 95
Reducing withdrawal and failure rates in introductory programming with subgoal labeled worked examples
Margulieux, L. E., Morrison, B. B., & Decker, A. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00222-7 · Cited by 94
Reconsidering Campus Diversity: An Examination of Muslim Students' Experiences
Cole, D., & Ahmadi, S. (2010) · The Journal of Higher Education · doi:10.1080/00221546.2010.11779045 · Cited by 93
Mediating relationships between academic motivation, academic integration and academic performance
Clark, M. H., Middleton, S. C., Nguyễn, D., & Zwick, L. K. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.04.007 · Cited by 105
Learning strategies and general cognitive ability as predictors of gender- specific academic achievement
Ruffing, S., Wach, F.-S., Spinath, F. M., Brünken, R., & Karbach, J. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01238 · Cited by 105
The role of emotions, motivation, and learning behavior in underachievement and results of an intervention
Obergriesser, S., & Stoeger, H. (2015) · High Ability Studies · doi:10.1080/13598139.2015.1043003 · Cited by 95
Flipping the Undergraduate Economics Classroom: Using Online Videos to Enhance Teaching and Learning
Caviglia‐Harris, J. L. (2016) · Southern Economic Journal · doi:10.1002/soej.12128 · Cited by 100
A motivational account of the undergraduate experience in science: brief measures of students’ self-system appraisals, engagement in coursework, and identity as a scientist
Skinner, E. A., Saxton, E. A., Currie, C., & Shusterman, G. P. (2017) · International Journal of Science Education · doi:10.1080/09500693.2017.1387946 · Cited by 99
Effects of Academic Mindsets on College Students’ Achievement and Retention
Han, C., Farruggia, S. P., & Moss, T. P. (2017) · Journal of college student development · doi:10.1353/csd.2017.0089 · Cited by 118
Relationships Between Positive Parenting, Overparenting, Grit, and Academic Success
Howard, J. M., Nicholson, B. C., & Chesnut, S. R. (2019) · Journal of college student development · doi:10.1353/csd.2019.0018 · Cited by 85
The influence of involvement with faculty and mentoring on the self-efficacy and academic achievement of African American and Latino college students
DeFreitas, S. C., & Bravo, A., Jr. (2012) · Indiana Magazine of History (Indiana University) · Cited by 85
Beyond perceived ability: the contribution of psychosocial factors to academic performance
Dixson, D. D., Worrell, F. C., Olszewski‐Kubilius, P., & Subotnik, R. F. (2016) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.13210 · Cited by 145
The challenges of a high-performance student athlete
Gómez, J. R., Bradley, J., & Conway, P. (2018) · Irish Educational Studies · doi:10.1080/03323315.2018.1484299 · Cited by 84
A motivation perspective on achievement appraisals, emotions, and performance in an online learning environment
Parker, P. C., Perry, R. P., Hamm, J. M., Chipperfield, J. G., Pekrun, R. H., Dryden, R. P., Daniels, L. M., & Tze, V. M. C. (2021) · International Journal of Educational Research · doi:10.1016/j.ijer.2021.101772 · Cited by 99
Predictors of academic performance and school engagement — Integrating persistence, motivation and study skills perspectives using person-centered and variable-centered approaches
Moreira, P., Dias, P. C., Vaz, F. M., & Vaz, J. M. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.10.016 · Cited by 99
A longitudinal test of social cognitive career theory's academic persistence model among Latino/a and White men and women engineering students
Lee, H.-S., Flores, L. Y., Navarro, R. L., & Kanagui-Muñoz, M. (2015) · Journal of Vocational Behavior · doi:10.1016/j.jvb.2015.02.003 · Cited by 84
Predicting First Year University Students’ Academic Success
Olani, A. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v7i19.1351 · Cited by 83
Memory beliefs and function in fibromyalgia patients
Glass, J. M., Park, D. C., Minear, M. E., & Crofford, L. J. (2005) · Journal of Psychosomatic Research · doi:10.1016/j.jpsychores.2004.09.004 · Cited by 83
Parental influences on immigrant students' achievement-related motivation and achievement: A meta-analysis
Kim, Y., Mok, S. Y., & Seidel, T. (2020) · Educational Research Review · doi:10.1016/j.edurev.2020.100327 · Cited by 104
Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses
Mackinnon, S. P. (2011) · Journal of Youth and Adolescence · doi:10.1007/s10964-011-9691-1 · Cited by 101
Moderation of the relation between person–environment congruence and academic success: Environmental constraint, personal flexibility and method
Tracey, T. J. G., Allen, J., & Robbins, S. B. (2011) · Journal of Vocational Behavior · doi:10.1016/j.jvb.2011.03.005 · Cited by 82
Self-citation
Predicting Academic Performance for College Students
Yao, H., Lian, D., Cao, Y., Wu, Y., & Zhou, T. (2019) · ACM Transactions on Intelligent Systems and Technology · doi:10.1145/3299087 · Cited by 82
Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties
Bergey, B. W., Deacon, S. H., & Parrila, R. (2015) · Journal of Learning Disabilities · doi:10.1177/0022219415597020 · Cited by 82
Changes in Achievement Motivation among University Freshmen
Dresel, M., & Grassinger, R. (2013) · Journal of Education and Training Studies · doi:10.11114/jets.v1i2.147 · Cited by 104
Personality and emotion
Reisenzein, R., & Weber, H. (2012) · Cambridge University Press eBooks · doi:10.1017/cbo9780511596544.007 · Cited by 84
Affective Domain and Student Learning in the Geosciences
McCONNELL, D. A., & Kraft, K. J. V. D. H. (2011) · Journal of Geoscience Education · doi:10.5408/1.3604828 · Cited by 87
Cognitive Investments in Academic Success: The Role of Need for Cognition at University
Grass, J., Strobel, A., & Strobel, A. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00790 · Cited by 77
The Eysenckian personality factors and their correlations with academic performance
Poropat, A. E. (2010) · British Journal of Educational Psychology · doi:10.1348/000709910x497671 · Cited by 85
Achievement among first-year university students: an integrated and contextualised approach
Clercq, M. D., Galand, B., Dupont, S., & Frenay, M. (2012) · European Journal of Psychology of Education · doi:10.1007/s10212-012-0133-6 · Cited by 80
Why I believe I achieve determines whether I achieve
Siegle, D., McCoach, D., & Roberts, A. (2017) · High Ability Studies · doi:10.1080/13598139.2017.1302873 · Cited by 69
The directional links between students’ academic motivation and social integration during the first year of higher education
Noyens, D., Donche, V., Coertjens, L., van Daal, T., & Van Petegem, P. (2019) · European Journal of Psychology of Education · doi:10.1007/s10212-017-0365-6 · Cited by 79
Psychological, cognitive, and personal variables that predict college academic achievement among health sciences students
Hamaideh, S. H., & Hamdan‐Mansour, A. M. (2013) · Nurse Education Today · doi:10.1016/j.nedt.2013.09.010 · Cited by 79
Changes in Biology Self-Efficacy during a First-Year University Course
Ainscough, L., Foulis, E., Colthorpe, K. L., Zimbardi, K., Robertson-Dean, M., Chunduri, P., & Bryan‐Lluka, L. J. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.15-04-0092 · Cited by 81
From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest
Tosto, M. G., Asbury, K., Mazzocco, M. M. M., Petrill, S. A., & Kovas, Y. V. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.07.009 · Cited by 100
Academic self‐efficacy and academic performance among high school students: A moderated mediation model of academic buoyancy and social support
Lei, W., Wang, X., Dai, D. Y., Guo, X., Xiang, S., & Hu, W. (2022) · Psychology in the Schools · doi:10.1002/pits.22653 · Cited by 123
Anxiety, academic achievement, and academic self-concept: Meta-analytic syntheses of their relations across developmental periods
Brumariu, L. E., Waslin, S. M., Gastelle, M., Kochendorfer, L. B., & Kerns, K. A. (2022) · Development and Psychopathology · doi:10.1017/s0954579422000323 · Cited by 103
Defining and Measuring College and Career Readiness: A Validation Framework
Camara, W. J. (2013) · Educational Measurement Issues and Practice · doi:10.1111/emip.12016 · Cited by 78
Effects of a Self-Regulated Learning Course on the Academic Performance and Graduation Rate of College Students in an Academic Support Program
Bail, F. T., Zhang, S., & Tachiyama, G. T. (2008) · Journal of College Reading and Learning · doi:10.1080/10790195.2008.10850312 · Cited by 79
Connecting achievement motivation to performance in general chemistry
Ferrell, B., Phillips, M. M., & Barbera, J. (2016) · Chemistry Education Research and Practice · doi:10.1039/c6rp00148c · Cited by 81
Learner self-efficacy, goal orientation, and academic achievement: exploring mediating and moderating relationships
Honicke, T., Broadbent, J., & Fuller‐Tyszkiewicz, M. (2019) · Higher Education Research & Development · doi:10.1080/07294360.2019.1685941 · Cited by 99
Three decades of increase in health anxiety: Systematic review and meta-analysis of birth cohort changes in university student samples from 1985 to 2017
Kosic, A., Lindholm, P., Järvholm, K., Hedman-Lagerlöf, E., & Axelsson, E. (2020) · Journal of Anxiety Disorders · doi:10.1016/j.janxdis.2020.102208 · Cited by 77
Are affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006
Özel, M., Caglak, S., & Erdoğan, M. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.09.006 · Cited by 78
Program-specific prediction of academic achievement on the basis of cognitive and non-cognitive factors
Fonteyne, L., Duyck, W., & Fruyt, F. D. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.05.003 · Cited by 96
El papel de la procrastinación académica como factor de la deserción universitaria
Garzón-Umerenkova, A., & Flores, J. G. (2016) · Revista Complutense de Educación · doi:10.5209/rev_rced.2017.v28.n1.49682 · Cited by 125
Self-efficacy for motivational regulation and satisfaction with academic studies in STEM undergraduates: The mediating role of study motivation
Kryshko, O., Fleischer, J., Grunschel, C., & Leutner, D. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102096 · Cited by 76
Processes and Outcomes of a Mentoring Program for Latino College Freshmen
Phinney, J., Campos, C. M. T., Kallemeyn, D. M. P., & Kim, C. (2011) · Journal of Social Issues · doi:10.1111/j.1540-4560.2011.01716.x · Cited by 88
Evaluación del estrés académico en estudiantes de nueva incorporación a la universidad
García-Ros, R., Pérez‐González, F., Pérez‐Blasco, J., & Natividad, L. A. (2012) · Dialnet (Universidad de la Rioja) · doi:10.14349/rlp.v44i2.1038 · Cited by 76
Thrivers and divers: Using non-academic measures to predict college success and failure
Beattie, G., Laliberté, J.-W. P., & Oreopoulos, P. (2017) · Economics of Education Review · doi:10.1016/j.econedurev.2017.09.008 · Cited by 74
Testing a Model of Pretenure Faculty Members’ Teaching and Research Success: Motivation as a Mediator of Balance, Expectations, and Collegiality
Stupnisky, R. H., Hall, N. C., Daniels, L. M., & Mensah, E. K. (2017) · The Journal of Higher Education · doi:10.1080/00221546.2016.1272317 · Cited by 85
Female College Students’ Media Use and Academic Outcomes: Results From a Longitudinal Cohort Study
Walsh, J. L., Fielder, R. L., Carey, K. B., & Carey, M. P. (2013) · Emerging Adulthood · doi:10.1177/2167696813479780 · Cited by 74
Self-Regulated Learning (SRL): A guide for the perplexed
Zeidner, M., & Stoeger, H. (2019) · High Ability Studies · doi:10.1080/13598139.2019.1589369 · Cited by 101
Self-Efficacy Beliefs of University Students: Examining Factor Validity and Measurement Invariance of the New Academic Self-Efficacy Scale
Greco, A., Annovazzi, C., Palena, N., Camussi, E., Rossi, G., & Steca, P. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.498824 · Cited by 124
Time and money explain social class differences in students’ social integration at university
Rubin, M., & Wright, C. L. (2015) · Studies in Higher Education · doi:10.1080/03075079.2015.1045481 · Cited by 96
The effect of secondary school study skills preparation on first‐year university achievement
Jansen, E. P. W. A., & Suhre, C. J. M. (2010) · Educational Studies · doi:10.1080/03055691003729070 · Cited by 79
The determinants of academic performance: evidence from a Cambodian University
Sothan, S. (2018) · Studies in Higher Education · doi:10.1080/03075079.2018.1496408 · Cited by 74
Stress, anxiety, self-efficacy, and the meanings that physical therapy students attribute to their experience with an objective structured clinical examination
Ferreira, É. D. M. R., Pinto, R. Z., Arantes, P. M. M., Vieira, É. L. M., Teixeira, A. L., Ferreira, F. R., & Vaz, D. V. (2020) · BMC Medical Education · doi:10.1186/s12909-020-02202-5 · Cited by 95
Authoritative parenting stimulates academic achievement, also partly via self-efficacy and intention towards getting good grades
Hayek, J., Schneider, F., Lahoud, N., Tueni, M., & de Vries, H. (2022) · PLoS ONE · doi:10.1371/journal.pone.0265595 · Cited by 131
Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis
Hu, Y., Gallagher, T. J., Wouters, P., van der Schaaf, M. F., & Kester, L. (2022) · Journal of Research in Science Teaching · doi:10.1002/tea.21765 · Cited by 109

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