The DOI matches its Crossref record; 53 of the 53 references it cites were found in a registry or an index.
Psychosocial Factors Predicting First-Year College Student Success
Open accessAbstract
This study made use of a model of college success that involves students achieving academic goals and life satisfaction. Hierarchical regressions examined the role of six psychosocial factors for college success among 579 first-year college students. Academic self-efficacy and organization and attention to study were predictive of first semester grade point average (GPA) when controlling relevant demographic factors. Academic self-efficacy was even predictive of end-of-year GPA when controlling previous, first-semester GPA. Mediation analyses revealed that first-semester GPA was an important mediator between these two psychosocial variables and end-of-year GPA. Additional psychosocial variables were predictive of college students' life satisfaction: stress and time management, involvement with college activity, and emotional satisfaction with academics. We explore how formulating interventions on the basis of psychosocial factors offers an avenue for students to address specific attitudes, emotions, and behaviors that relate to college success.
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Citations
Cites
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SPSS and SAS procedures for estimating indirect effects in simple mediation models
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Review of the Satisfaction With Life Scale.
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“A longitudinal study of first-year university students revealed that academic self - efficacy was strongly related to better academic performance, both directly as well as indirectly through academic expectations (Chemers et al., 2001).”
Influential
Cited by
The influence of academic self-efficacy on academic performance: a systematic review.
Honicke, T., & Broadbent, J. (2016) · Educational Research Review · doi:10.1016/j.edurev.2015.11.002 · Cited by 1,554
College Students’ Time Management: a Self-Regulated Learning Perspective
Wolters, C. A., & Brady, A. C. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09519-z · Cited by 317
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“, 2016), time management (George et al., 2008; Krumrei-Mancuso et al., 2013), and reflective and adaptive study skills (Dunlosky et al.”
BackgroundGariepy, L. W., Peacemaker, B., & Colon, V. (2017) · Performance Measurement and Metrics · doi:10.1108/pmm-05-2017-0025 · Cited by 8
Hill, K. C., & Metz, A. J. (2023) · Journal of The First-Year Experience & Students in Transition · doi:10.65005/154230723837777310
Metadata
- Authors
- Krumrei-Mancuso, E. J., Newton, F. B., Kim, E., & Wilcox, D.
- Venue
- Journal of College Student Development
- Publisher
- Project MUSE
- Published
- 2013-05
- Volume
- 54
- Issue
- 3
- Pages
- 247-266
- ISSN
- 0897-5264 (ISSN-L)
- 1543-3382
- OpenAlex
- W1973830303
- Cited by
- 269
- References
- 53
- FWCI
- 52.68
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
