The Road to Retention Passes through First Year Academic Performance: A Meta-Analytic Path Analysis of Academic Performance and Persistence

Westrick, Paul; Schmidt, Frank L.; Le, Huy; Robbins, Steven B.; Radunzel, Justine

doi:10.1080/10627197.2020.1848423

Cited by 12 publications

(8 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Regarding the first domain, empirical evidence has highlighted the importance of AP as a criterion for academic decision-making. As posited before, early AP has been shown to predict future academic success (Kuncel et al, 2001 , 2005b ; Robbins et al, 2004 ; Grossbach and Kuncel, 2011 ; Richardson et al, 2012 ; Westrick et al, 2021 ). For this reason, it becomes crucial to control any factor that might have a negative impact on students' academic outcomes.…”

Section: Discussionmentioning

confidence: 83%

“…Furthermore, it has been shown to be a valid predictor of important criteria in both the educational and the organizational domains. In the academic field, several meta-analyses showed that early AP predicts students' future academic performance and other relevant criteria such as self-efficacy, achievement motivation, financial support, retention, commitment, optimism, persistence, and self-esteem (Multon et al, 1991 ; Kuncel et al, 2001 , 2007 ; Robbins et al, 2004 ; Grossbach and Kuncel, 2011 ; Richardson et al, 2012 ; Westrick et al, 2021 ). In the occupational context, AP has been shown to correlate with job performance, work satisfaction, training proficiency, and salary among other measures of occupational success (Cohen, 1984 ; Hunter and Hunter, 1984 ; Dye and Reck, 1989 ; Roth et al, 1996 ; Roth and Clarke, 1998 ; Strenze, 2007 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Counterproductive Academic Behaviors and Academic Performance: A Meta-Analysis and a Path Analysis Model

Salgado

Cuadrado²,

Moscoso³

2022

Front. Psychol.

View full text Add to dashboard Cite

Counterproductive academic behaviors (CAB) are a complex phenomenon that affects academic institutions in multiple geographical areas with different cultures, values, and social norms. The high incidence of CAB causes problems of critical importance that transcend the educational domain. The current study aims to contribute to the knowledge of the CAB consequences by focusing on its impact on academic performance (AP). For this purpose, a meta-analysis was conducted in order to examine the relationship between CAB, its facets, and AP. The results show that overall CAB and students' performance are negatively related with a true effect size of ρ = −0.40 (K = 231, N = 127,269). Particularly, absenteeism appeared to be the facet most strongly related to AP (ρ = −0.48, K = 117, N = 69,453). A meta-analytic path analysis model was carried out in order to test the predictive validity of CAB, students' personality characteristics, and intelligence on AP. Results show that conscientiousness and cognitive intelligence have a negative relationship with CAB (β = −0.28 and β = −0.20, respectively), and that conscientiousness, openness to experience, intelligence, and CAB can explain 58% of AP true variance. Meta-analyses of moderator variables and hierarchical meta-analyses are also presented. The implications for research and practice are discussed at the end.

show abstract

Section: Discussionmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Counterproductive Academic Behaviors and Academic Performance: A Meta-Analysis and a Path Analysis Model

Salgado

Cuadrado²,

Moscoso³

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Post-hoc binary logistic regressions tested whether previous findings of GPA's predictive relationship with retention could be replicated (Allen, 1999; Shaw & Mattern, 2013; Westrick et al, 2021). GPA data was collected for Fall 2016, Spring 2017, and cumulatively for the 2016–2017 academic year.…”

Section: Resultsmentioning

confidence: 99%

“…Because GPA and gender varied significantly across class sections, multilevel models controlled for these differences to determine whether outcomes differed between the group that received the mindfulness exercises and the group that did not (Statistics for Windows, version 25). Finally, a post-hoc binary logistic regression was run to see if GPA predicted retention, as has been shown in previous studies (Allen, 1999; Shaw & Mattern, 2013; Westrick et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

“…Mindfulness and Academic Achievement. Academic achievement is most often defined in terms of grade point average (GPA) and retention, and GPA has been shown to be significantly predictive of retention (Westrick et al, 2021); therefore, when a student's GPA is negatively impacted, their chances of dropping out increase (Shaw & Mattern, 2013). Further, stress has been shown to impact both GPA and retention (Zajacova et al, 2005); for example, students with the high stress of financial burdens are more likely to drop out (Webster & Showers, 2011).…”

Section: Mindfulness and Stressmentioning

confidence: 99%

See 1 more Smart Citation

The Impact of Dosage on a Mindfulness Intervention With First-Year College Students

Bambacus

Conley

2021

Journal of College Student Retention: Research, Theory & Pr

View full text Add to dashboard Cite

While mindfulness intervention research is prevalent, it is limited in (1) relation to college students’ grade point average (GPA) and retention and (2) minimum dosage recommended for the intervention. This repeated-measures quasi-experimental nonequivalent control groups study investigated differences in mindfulness, stress, flourishing, GPA, and retention between students ( n = 248) in first-year experience seminars who received a brief mindfulness intervention and the comparison group ( n = 125) who did not receive the intervention. The intervention consisted of three- to five-minute mindfulness exercises at the beginning of class that met once a week. In contrast to results of previous studies, this study—when controlling for class sections and gender—showed no significant differences in any outcome variable between groups. These results provide important evidence that a mindfulness dosing limit might exist. A post hoc binary logistic regression supported previous findings that GPA predicts retention. Implications are discussed in regard to college administrators, faculty, and student affairs professionals.

show abstract

Admissions testing in higher education

Zwick

2023

International Encyclopedia of Education(Fourth Edition)

View full text Add to dashboard Cite

The Road to Retention Passes through First Year Academic Performance: A Meta-Analytic Path Analysis of Academic Performance and Persistence

Cited by 12 publications

References 39 publications

Counterproductive Academic Behaviors and Academic Performance: A Meta-Analysis and a Path Analysis Model

Counterproductive Academic Behaviors and Academic Performance: A Meta-Analysis and a Path Analysis Model

The Impact of Dosage on a Mindfulness Intervention With First-Year College Students

Admissions testing in higher education

Contact Info

Product

Resources

About