Cognitive and non-cognitive predictors of college readiness and performance: Role of academic discipline

Meera Komarraju, Alex Ramsey, Virginia Rinella

Research output: Contribution to journalArticle

33 Scopus citations

Abstract

Identifying the best predictors of academic performance is crucial for postsecondary institutions seeking students with the greatest promise. We investigated the relative strength of standardized test scores (ACT), high school GPA, and non-cognitive, college readiness skills in predicting college GPA. College freshmen (505) completed the 108-item Student Readiness Inventory (Le, Casillas, Robbins & Langley, 2005) and reported their high school GPA. We also obtained college GPA for 375 students from college records. In Study 1, MANOVA results showed that students in groups with higher high school GPA or lower ACT reported increased college readiness. In Study 2, regression analyses showed that although ACT scores predicted 13% of the variance in college GPA, high school GPA predicted an additional 11%, and Academic discipline, a non-cognitive factor, predicted an extra 2%. Further, Academic discipline partially mediated the relationship between high school GPA and college GPA. We discuss implications of identifying and assisting "at-risk" students.

Original languageEnglish
Pages (from-to)103-109
Number of pages7
JournalLearning and Individual Differences
Volume24
DOIs
StatePublished - Apr 2013
Externally publishedYes

Keywords

  • Academic
  • Achievement
  • Cognitive
  • Non-cognitive
  • Performance

Fingerprint Dive into the research topics of 'Cognitive and non-cognitive predictors of college readiness and performance: Role of academic discipline'. Together they form a unique fingerprint.

  • Cite this