Motivational and Skills, Social, and Self-Management Predictors of College Outcomes: Constructing the Student Readiness Inventory

Le, Huy; Casillas, Alex; Robbins, Steven B.; Langley, Ronelle

doi:10.1177/0013164404272493

Cited by 100 publications

(157 citation statements)

References 64 publications

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“…Others emphasized on non-cognitive factors to adequately predict which students will succeed or fail in university (Tracey & Sedlacek, 1984;White & Sedlacek, 1986). Some others favor the combination of both to predict academic success at university (Le, Casillas, Robbins, & Langley, 2005;Ting, 1998;Wolfe & Johnson, 1995).…”

Section: Prediction Of College Gpamentioning

confidence: 99%

Predicting First Year University Students’ Academic Success

Olani

2017

EJREP

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Section: Prediction Of College Gpamentioning

confidence: 99%

Predicting First Year University Students’ Academic Success

Olani

2017

EJREP

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“…Research has shown that in-role performance is important to both students and universities. For example, study performance is positively related to degree success and completion rates (e.g., Kirby & Sharpe, 2001;Le et al, 2005;Ryland et al, 1994). Students who focus on in-role performance are more likely to be interested in studying quickly and efficiently.…”

Section: In-role and Extra-role Performance In The University Contextmentioning

confidence: 99%

“…Therefore exploring the concept of commitment within the higher education context has potential benefits to multiple stakeholders. For higher education institutions, student drop-out rates can negatively affect reputation and thus recruitment and funding, and under-performing students are more likely to leave an institution before completing their degree than high performers (e.g., Kirby & Sharpe, 2001;Le, Casillas, Robbins, & Langley, 2005;Ryland, Riordan, & Brack, 1994).…”

Section: Introductionmentioning

confidence: 99%

The impact of university students’ commitment on in- and extra-role performance

Felfe

Schyns

Tymon

2014

Journal of Applied Research in Higher Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractResearch has shown that employee commitment is an important factor in performance.Research into student commitment in the university context is less common and only few studies explore the different components and foci of commitment. This study examines the meaning of students' commitment in the university context. Based on a survey of 530 students, our results confirmed that, similar to the work context, different components and foci of commitment exist. Commitment to the university is primarily positively related to extra-role performance. Commitment to the study subject is positively related to both in-role and extra-role performance. Affective commitment to the university shows the strongest relationship with extra role-performance. However there is a potential conflict between the two types of performance. The relationship between affective commitment to the university and extra-role performance decreases for students with a high intention to study efficiently as an indicator of in-role performance. We conclude that universities should strive to improve their students' commitment, especially affective commitment to encourage a balance of both in-role and extra-role performance.

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“…Ridder et al, 2012;Moffitt et al, 2011). Similarly, the Academic discipline subscale within the Student Readiness Inventory (Le, Casillas, Robbins, & Langley, 2005) has been shown to improve predictions of college GPA beyond that explained by models with only high school GPA and ACT scores (Kommarraju, Ramsey, & Rinella, 2013).…”

Section: The Importance Of Non-cognitive Characteristics and The Needmentioning

confidence: 99%

A Novel Low-Cost Indicator of Student Perseverance and Its Association with College Student Academic Performance

Yerger¹,

Stephenson²

2018

ASS

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Within the research literature investigating how student characteristics related to perseverance impact academic outcomes, leading scholars have encouraged the development of new measurements, both survey and non-survey based. We introduce here an innovative non-survey-based measurement, derived from common higher education variables, that reflects the perseverance construct. The created perseverance proxy is easily created and explainable to audiences with minimal statistical background. The variable was used to analyze academic outcomes at a mid-sized public university in the United States. The perseverance proxy strongly positively associates with academic outcomes, as measured both by GPA and odds of academic probation, in multivariate analysis across both genders. The perseverance proxy explains more of the variation in academic outcomes than any of the cognitive and financial aid variables used in the analysis. The technique for constructing the perseverance proxy is easily replicated at any college or university having data on students' high school ranking and college admission exam scores.

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Motivational and Skills, Social, and Self-Management Predictors of College Outcomes: Constructing the Student Readiness Inventory

Cited by 100 publications

References 64 publications

Predicting First Year University Students’ Academic Success

Predicting First Year University Students’ Academic Success

The impact of university students’ commitment on in- and extra-role performance

A Novel Low-Cost Indicator of Student Perseverance and Its Association with College Student Academic Performance

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