Noncognitive Predictors of Academic Achievement Among Nontraditional and Traditional Ethnically Diverse College Students

Cho, Kit W.; Serrano, Danya M.

doi:10.1080/07377363.2020.1776557

The Journal of Continuing Higher Education

2020

DOI: 10.1080/07377363.2020.1776557

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Noncognitive Predictors of Academic Achievement Among Nontraditional and Traditional Ethnically Diverse College Students

Kit W. Cho¹,

Danya M. Serrano²

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2024

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Cited by 13 publications

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References 30 publications

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“…There are, of course, many variables in addition to the inherent difficulty of the material that can affect students’ learning and mastery of psychology concepts. These variables can include self-regulated learning strategies (e.g., self-testing: Dunlosky et al, 2013; Neely & Cho, 2014) and noncognitive or motivational factors (e.g., Cho & Serrano, 2020; Schneider & Preckel, 2017).…”

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confidence: 99%

Assessing the Accuracy of Students’ Metacognitive Awareness of Psychology Concepts

Cho

2023

Psychology Learning & Teaching

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The present study explored the accuracy of participants’ (N = 317) metacognitive awareness (self-reported difficulty and confidence) of psychology concepts and the moderating effects of their psychology background (academic major, number of psychology courses completed, and overall psychology course grades). Participants first rated the difficulty of and their confidence in their knowledge of concepts from seven different subareas of psychology. They then completed a multiple-choice assessment testing their knowledge of the concepts they had previously rated. The results showed that both participants’ metacognitive awareness and experience in psychology predicted their accuracy on the assessment. A more extensive background in psychology was associated with a stronger relationship between metacognitive awareness and accuracy. A hierarchical multiple regression analysis revealed that metacognitive awareness contributed unique variance in predicting accuracy after accounting for students' psychology background. A parallel mediation analysis investigated the relationship between psychology background and metacognitive awareness on accuracy. This analysis revealed that confidence mediated the relationship between participants’ psychology background and their performance on the assessment. The results of the present study demonstrate that participants’ metacognitive awareness of psychology concepts increases with increasing psychological knowledge and experience. These findings suggest that psychology instructors should adjust their instructional and assessment strategies according to their students’ experience and knowledge levels and that more experienced psychology students should rely more on their metacognitive judgments to self-regulate their learning.

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Assessing the Accuracy of Students’ Metacognitive Awareness of Psychology Concepts

Cho

2023

Psychology Learning & Teaching

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Profiles of John Henryism and subjective task value in higher education: the motivations and attributions of nontraditional students

Eisman,

Torsney,

Beckowski

et al. 2024

Psychology in the Schools

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School psychology scholars argue that diversifying the profession will advance equity and social justice. Yet, nontraditional and racially and ethnically minoritized students are underrepresented in school psychology programs. These diverse college students bring complex identities that may complicate as well as enrich their paths to achievement. This is a challenge as higher education environments often do not optimize support for these students. To address this challenge, we investigated the influence of a school‐based task on cognitive engagement, subjective task value, positive and negative emotions, identities, and context‐sensitive high‐effort coping called John Henryism in 294 U.S. college students. Correlation and regression analysis demonstrated a strong relationship between John Henryism and subjective task value. Latent profile analysis and follow‐up logistic regression demonstrated that older and Latinx students predicted membership in the group that was high in John Henryism and subjective task value. We discuss theoretical and practical implications of this work in better understanding the mixed consequences of achievement motivation, contextualizing subjective task value using John Henryism, and recommendations for higher education institutions.

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The impact of open educational resources on student achievement: A meta-analysis

Cho,

Permzadian

2024

International Journal of Educational Research

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Noncognitive Predictors of Academic Achievement Among Nontraditional and Traditional Ethnically Diverse College Students

Cited by 13 publications

References 30 publications

Assessing the Accuracy of Students’ Metacognitive Awareness of Psychology Concepts

Assessing the Accuracy of Students’ Metacognitive Awareness of Psychology Concepts

Profiles of John Henryism and subjective task value in higher education: the motivations and attributions of nontraditional students

The impact of open educational resources on student achievement: A meta-analysis

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