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

Research works printed but not linked: 14

  1. 1989, Building better study skills: Practical methods for succeeding in college.
  2. 1997, ACT assessment technical manual.
  3. Bandura, 1986, Social foundations of thought and action: A social cognitive theory.
  4. 10.2307/1162986 · DOI
  5. 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
  6. 10.2307/1170605 · DOI · Paper page
  7. Jackson, 1984, Personality Research Form manual. Port Huron.
  8. Noble. 1996 · DOI
  9. Osher, 1995, The College Adjustment Inventory
  10. Pintrich, 1989, The dynamic interplay of student motivation and cognition in the college classroom., Vol. 6, 117
  11. 10.1037/0033-2909.124.2.262 · DOI · Paper page
  12. 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
  13. Tomlinson-Clarke, 1994, Predicting social adjustment and academic achievement for college women with and without precollege leadership., Journal of College Student Development, 35, 120
  14. Willingham, 1985, Success in college.

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Metadata

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
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

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