Interest as a Predictor of Academic Achievement: A Meta-Analysis of Research

Abstract

The explanation and prediction of academic achievement is an important area of research in educational psychology. The prevalence of research efforts in this area reflects the fact that many decisions reached in the modem educational system are based upon predictions of school success. Such decisions include choosing the optimal time for entering school, selecting the appropriate type of school or academic track, being accepted at a certain college or university, or the choice of a particular field of study. Because these decisions can greatly influence the life of a young person, a period of careful consideration often precedes the final decision. Parents and students often seek counseling. Institutions such as schools and colleges have developed special entrance tests, and base their recommendations or decisions upon systematic diagnostic data. The estimation of a candidate’s probability of future academic success is a central aspect of the decision-making process, regardless of whether the process involves personal decisions or institutional decisions (Cronbach & Gleser, 1965; Jungermann, 1976; Krapp, 1979; Lee, 1971).