NONCOGNITIVE PREDICTORS OF UNDERGRADUATE ACADEMIC PERFORMANCE

Abstract

This study examined the extent to which nine noncognitive variables predicted academic performance in undergraduate students. Specifically, performance self-efficacy measured by final course grade and overall collegiate GPA attainment beliefs, academic self-efficacy, multiple dimensions of goal orientation, and personality traits were assessed in this study. Hierarchical multiple regression analyses revealed that three out of the nine noncognitive variables included in this study were significant predictors of final course grades. In regards to predicting overall collegiate GPA, five noncognitive variables were significant predictors. Moderating effects of meaningfulness of course content and grade goals were also explored in this study. No interactions were found between meaningfulness of course content and any noncognitive variables when predicting either final course grades or overall collegiate GPA. However, an interactions between grade goals and academic self-efficacy was found when predicting final course grades. Significant interactions were also found between grade goals and performance self-efficacy measured by highest final course grade attainment beliefs, academic self-efficacy, and performance-avoidance goal orientation when predicting overall collegiate GPA.