Noncognitive Factors and College Student Success

Farruggia, Susan P.; Han, Cheon-woo; Watson, Lori; Moss, Thomas P.; Bottoms, Bette L.

doi:10.1177/1521025116666539

Cited by 74 publications

(51 citation statements)

References 39 publications

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“…Grit was positively associated with measures of academic performance, such as GPA, GCSE, ACT scores, science and language scores, as well as with more behavioral outcomes, such as school motivation, attendance and behavior, academic conscientiousness, satisfaction with school/college, decreased rule violation, and performance on the ADT task (e.g. Bowman et al, 2015;Farruggia et al, 2016). It also displayed positive associations with mastery approach goal orientation (Akin & Arslan, 2014).…”

Section: Discussionmentioning

confidence: 95%

“…A number of studies found that each facet of grit is associated with different variables. Grit-PE was negatively correlated with academic maladjustment (Hwang et al, 2017) and positively associated with GPA (Bowman et al, 2015;Farruggia et al, 2016), achieved grade (Weisskirch, 2016), motivation, academic self-efficacy, and time management (Farruggia et al, 2016). It also correlated positively with college satisfaction, faculty-student interaction, and co-curricular engagement, while Grit-CI was related to less intent to change careers (Bowman et al, 2015), procrastination, time and study environment management strategies (Wolters & Hussain, 2015).…”

Section: Oriol Miranda Oyanedel and Torres (2017)mentioning

confidence: 96%

“…Wolters and Hussain (2015) found that Grit-PE predicted academic achievement as well as all self-regulated learning indicators (such as self-efficacy, cognitive, metacognitive, motivational, time and study environment management strategies), and was the only significant predictor of estimated grade reported by undergraduate students in the study by Weisskirch, 2016). Perseverance significantly predicted academic achievement and consequently retention, reflected in progression to the next year of studies (Farruggia et al, 2016). Hwang et al (2017) found that only Grit-PE had a positive indirect effect on GPA scores and it mediated the negative relationship that conscientiousness and self-control had with academic maladjustment.…”

Section: Oriol Miranda Oyanedel and Torres (2017)mentioning

confidence: 96%

See 2 more Smart Citations

The Role of Grit in Education: A Systematic Review

Christopoulou¹,

Lakioti²,

Pezirkianidis³

et al. 2018

PSYCH

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Grit is a non-cognitive factor that has received increased attention lately, since research indicates that it plays a significant role in successful outcomes in many fields, and more specifically in education. Grit is rooted in two facets, perseverance of effort and consistency of interest, captured by the Grit Scale. The current systematic review aimed at investigating the association of grit with positive educational outcomes, by exploring both antecedents and outcomes of grit. We identified 29 studies assessing grit in an educational context, published between 2012 and 2017. The primary findings demonstrated that grit shows weak to moderate correlations with educational variables. Its two facets play different roles, with perseverance being a stronger positive predictor of academic performance. Finally, positive variables, such as hope, positive affect and family relationships can foster grit. However, a deeper understanding of the grit construct is essential to distinguish it from facets of the conscientiousness dimension of personality. The usefulness of findings for policy makers and education professionals is discussed, as well as the importance of reinforcing grit in the educational community in order to nurture character in students and enhance their potential.

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Section: Discussionmentioning

confidence: 95%

Section: Oriol Miranda Oyanedel and Torres (2017)mentioning

confidence: 96%

Section: Oriol Miranda Oyanedel and Torres (2017)mentioning

confidence: 96%

See 1 more Smart Citation

The Role of Grit in Education: A Systematic Review

Christopoulou¹,

Lakioti²,

Pezirkianidis³

et al. 2018

PSYCH

View full text Add to dashboard Cite

show abstract

“…Multiple researchers have ascertained that more conscien-tious students earn higher college GPAs (Bauer & Liang, 2003;Lounsbury et al, 2005). In addition, Farruggia, Han, Watson, Moss, and Bottoms (2016), after talking to participants enrolled as first-year students at a large, ethnically diverse, urban university, established a correlation of the noncognitive variables of academic mindsets, academic perseverance, learning strategies, social skills, and academic behaviors with academic success. They also found that academic performance was most strongly related to an academic mindset followed by the will to persevere (grit).…”

Section: Noncognitive Predictive Assessmentmentioning

confidence: 99%

Advising Student-Athletes for Success: Predicting the Academic Success and Persistence of Collegiate Student-Athletes

Brecht

Burnett

2019

NACADA Journal

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Stakeholders at institutions across the United States are continuously looking for ways to improve the academic success and retention of students. We used logistical regression in an examination of noncognitive, cognitive, and demographic factors as predictors of academic success and retention of Division I first-year student-athletes. The results indicated that high school GPA is the best predictor for academic success. The Transition to College Inventory index, self-confidence, institutional commitment, and independent activity focus can be used in the prediction of academic success. Retention was most accurately predicted by students' first-year cumulative GPA. University advisors can use the results of this study to enhance the resources designed to improve the academic performance and persistence of student-athletes.

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“…One other study attempted to test a version of the CCSR model as a whole. Farruggia, Han, Watson, Moss, & Bottoms (2016) tested a version of the hypothesized CCSR model with an ethnically diverse sample of college students, rather than adolescents which was intended by the CCSR model. Overall, Farruggia and colleagues found some support for the hypothesized model, but some of their findings did not support the model.…”

Section: The Whole Modelmentioning

confidence: 99%

Relationships Among Non-Cognitive Factors and Academic Performance: Testing the Consortium on Chicago School Research Model

Wanzer¹,

Postlewaite²,

Zargarpour³

2019

Preprint

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In response to interest in the role of non-cognitive factors in academic performance, several theoretical models have been developed; however, there have been few empirical attempts to validate those models particularly with majority minority populations. This study used measures of academic mindsets, social skills, academic perseverance, learning strategies, and academic performance, with high school students from a mainly Hispanic, low-income school district, to test the structural pathways of a well-known hypothesized model of non-cognitive factors and academic performance proposed by researchers at the University of Chicago Consortium on Chicago School Research (Farrington et al., 2012). Results support the hypothesized model; however, academic perseverance was not significantly related to academic performance in the context of other non-cognitive factors. Additionally, we found that the model differed based on several group differences including age (e.g., freshman vs senior), socioeconomic status (e.g., parent education, free/reduced priced lunch), and race/ethnicity. Overall, this study confirms that non-cognitive factors have a role to play in students’ academic success and finds that group difference factors are associated with the nature and strength of those relationships.

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Noncognitive Factors and College Student Success

Cited by 74 publications

References 39 publications

The Role of Grit in Education: A Systematic Review

The Role of Grit in Education: A Systematic Review

Advising Student-Athletes for Success: Predicting the Academic Success and Persistence of Collegiate Student-Athletes

Relationships Among Non-Cognitive Factors and Academic Performance: Testing the Consortium on Chicago School Research Model

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