Predictive Ability of Noncognitive Factors on Academic Performance of Undergraduate Psychology Students

Abstract

The ability to predict student performance creates opportunities to improve educational outcomes. Exploring the possibilities of measuring variables that could significantly influence the academic performance is fundamental to the realization of technological and scientific development, political, and socio-economic advancement, and success in life. This descriptive-relational study anchored on the Theory of Educational Productivity by Herbert Walberg utilized Multiple Regression Analyses to investigate the predictive ability of Adversity Quotient, Emotional Intelligence, and Personality on Academic Performance of Psychology students in a state college. Using convenience and quota sampling procedures, one hundred students (50 males and 50 females) were selected to participate in the study. Mean and standard deviation were used for descriptive analysis, Mann Whitney U test for comparative analysis, and Spearman Rho Correlation for relational analysis. Results revealed that collectively, the levels of Adversity Quotient, Emotional Intelligence, and Personality of the participants were “Average”, while their Academic Performance was “Superior”. No significant differences were noted among all the study variables regardless of their demographic characteristic. Emotional stability yielded a positive relationship with the academic performance of participants and predicted 51.8% of the increase in their academic performance. Moreover, empirical evidence suggests mentorship is effective in fostering the student's emotional stability.