Quest for the best non-cognitive predictor of academic achievement

Article

Stankov, Lazar and Lee, Jihyun. 2014. "Quest for the best non-cognitive predictor of academic achievement." Educational Psychology: an international journal of experimental educational psychology. 34 (1), pp. 1-8. https://doi.org/10.1080/01443410.2013.858908

Article Title	Quest for the best non-cognitive predictor of academic achievement
ERA Journal ID	6239
Article Category	Article
Authors	Stankov, Lazar (Author) and Lee, Jihyun (Author)
Journal Title	Educational Psychology: an international journal of experimental educational psychology
Journal Citation	34 (1), pp. 1-8
Number of Pages	8
Year	2014
Place of Publication	United Kingdom
ISSN	0144-3410
	1469-5820
Digital Object Identifier (DOI)	https://doi.org/10.1080/01443410.2013.858908
Web Address (URL)	http://www.tandfonline.com/doi/pdf/10.1080/01443410.2013.858908?needAccess=true
Abstract	This is a review of five studies that reported new empirical data relevant for the predictability gradient hypothesis. This hypothesis is focused on within-person psychological variables typically collected in background questionnaires that examine the role of non-cognitive influences on students' academic achievement. Broad measures of maladjustment and motivation/goal orientation have the lowest correlations with achievement. Measures of confidence, on the other hand, have the highest predictive validity. The other self-beliefs measures are in the middle, although they can also be ordered from lower (self-concept) through medium (academic anxiety) to high (self-efficacy) levels of predictability.
Keywords	confidence; non-cognitive traits; predicatability gradient
ANZSRC Field of Research 2020	529999. Other psychology not elsewhere classified
Public Notes	Files associated with this item cannot be displayed due to copyright restrictions.
Byline Affiliations	University of Western Sydney
	University of New South Wales
Institution of Origin	University of Southern Queensland

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