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Exploring individual differences as determining factors in student academic achievement in higher education

Cassidy, S 2012, 'Exploring individual differences as determining factors in student academic achievement in higher education' , Studies in Higher Education, 37 (7) , pp. 793-810. (In Press)

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    Abstract

    study investigated the association and relative influence of cognitive/motivational and demographic factors on final degree grade point average (GPA) in a single undergraduate cohort. Although academic selfefficacy, approaches to learning, prior achievement and age all produced significant correlations with GPA, regression analysis identified prior achievement, age and academic self-efficacy as the only significant predictors of GPA. Significant increases in academic self-efficacy, deep and strategic approaches to learning and self-confidence, and a significant decrease in internal locus of control were also reported when comparing first and final year scores. Conclusions suggested that prior academic achievement, age and academic self-efficacy provide a partial explanation for academic achievement in higher education, that any measure of prior achievement must be relevant, that self-efficacy appears to be the most relevant perceived control construct in a learning context, and that further work focusing on age in the context of academic achievement in higher education is both necessary and warranted.

    Item Type: Article
    Themes: Subjects / Themes > B Philosophy. Psychology. Religion > BF Psychology
    Subjects outside of the University Themes
    Schools: Colleges and Schools > College of Health & Social Care
    Colleges and Schools > College of Health & Social Care > School of Nursing, Midwifery, Social Work & Social Sciences > Centre for Social Justice Research
    Journal or Publication Title: Studies in Higher Education
    Publisher: Taylor & Francis
    Refereed: Yes
    ISSN: 0307-5079
    Related URLs:
    Depositing User: Users 47901 not found.
    Date Deposited: 20 Apr 2011 11:34
    Last Modified: 26 Aug 2013 22:33
    URI: http://usir.salford.ac.uk/id/eprint/14664

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