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 ID6239
Article CategoryArticle
AuthorsStankov, Lazar (Author) and Lee, Jihyun (Author)
Journal TitleEducational Psychology: an international journal of experimental educational psychology
Journal Citation34 (1), pp. 1-8
Number of Pages8
Year2014
Place of PublicationUnited Kingdom
ISSN0144-3410
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.

Keywordsconfidence; non-cognitive traits; predicatability gradient
ANZSRC Field of Research 2020529999. Other psychology not elsewhere classified
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Byline AffiliationsUniversity of Western Sydney
University of New South Wales
Institution of OriginUniversity of Southern Queensland
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