Trait complex, cognitive ability, and domain knowledge predictors of baccalaureate success, STEM persistence, and gender differences.

Abstract

Prediction of academic success at post-secondary institutions is an enduring issue for educational psychology. Traditional measures of high-school grade point average and high-stakes entrance examinations are valid predictors, especially of first-year college grades, yet a large amount of individual-differences variance remains unaccounted for. Studies of individual trait measures (e.g., personality, self-concept, motivation) have supported the potential for broad predictors of academic success, but integration across these approaches has been challenging. The current study tracks 589 undergraduates from their first semester through attrition or graduation (up to 8 years beyond their first semester). Based on an integrative trait-complex approach to assessment of cognitive, affective, and conative traits, patterns of facilitative and impeding roles in predicting academic success were predicted. We report on the validity of these broad trait complexes for predicting academic success (grades and attrition rates) in isolation, and in the context of traditional predictors and indicators of domain knowledge (Advanced Placement® exams). We also examine gender differences and trait complex by gender interactions for predicting college success and persistence in STEM fields. Inclusion of trait-complex composite scores and average AP exam scores raised the prediction variance accounted for in college grades to 37%, a marked improvement over traditional prediction measures. Math/Science SelfConcept and Mastery/Organization trait complex profiles were also found to differ between men and women who had initial STEM major intentions, but who left STEM for non-STEM majors.Implications for improving selection and identification of students at-risk for attrition are discussed. According to recent statistics (National Center for Educational Statistics, 2012), the overall attrition rate in Title IV institutions is 28.1% (Title IV institutions are those that are allowed to participate in Pell Grants and other federal financial assistance programs). That is, more than 1 in 4 first-time degree/certificate seeking undergraduate students fail to complete a degree within 6 years. At public 4-year institutions, the overall attrition rate is lower (21.4%), but still represents a major concern to institutions and stakeholders (e.g., students, parents, state and federal policy-makers). Although the situation may not be as stark as the statistics indicate because reported attrition rates include transfers from one institution to another, the loss of students prior to completing a degree represents a failure in either the selection of students, or a failure to identify students and to provide interventions for students who are at-risk for attrition.It might be pointed out, however, that attritions do also include students who realize that they are not well-matched to an institution, or who find that they are not ultimately interested in completing a degree. Whether these latter situations can be regarded as selection failures is an o...

Tertiary Academic Success: A Review of Factors in the Context of Ecological Model

“…GPA achieved in high school has been consistently found to be a moderate positive predictor of tertiary academic success (Ackerman et al, 2013;Komarraju & Nadler, 2013;Smith & White, 2015). The findings of the meta analysis by Crisp et al (2014) also show similar results.…”

“…Although there are almost equal number of men and women in tertiary education (Puddey & Mercer, 2014), very little evidence suggests that they are equally successful (Ackerman et al, 2013;Ainin et al, 2015;Ali, Haider, Munir, Khan, & Ahmed, 2013). A large body of empirical evidence suggests women to be more academically successful than men generally (Anderton et al, 2016;Arshad, Zaidi, & Mahmood, 2015;Richardson, Abraham, & Bond, 2012;Soria, Fransen, & Nackerud, 2013) and to be more A grade achievers than men (Smith & White, 2015).…”

“…In 2016, 75% of the world population was adult among whom only 7% were with graduation degree (Erickson & Vonk, 2016). Attrition rates in tertiary education over the world are high (Ackerman, Kanfer, & Beier, 2013). Therefore reducing attrition and assisting students to get high grades is a challenge and for this, identification of factors associated with tertiary academic success at all ecological levels is necessary.…”

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

“…In addition, we directed this support especially to female students because they tend to be under-represented in science classrooms, perhaps as a result of their lower appraisals for task relevance and self-efficacy for science (Ackerman et al 2013;Ceci et al 2009;Yeung et al 2010). This question now leads us back to the rationale for the development of science inquiry learning environments.…”

“…One factor that contributes to this gender difference is task relevance and selfefficacy for science for which girls tend to have lower appraisals than boys (Ackerman et al 2013;Nagy et al 2010;Wigfield and Eccles 2000;Yeung et al 2010). These findings suggest that the presence of a motivational APA in a science inquiry learning environment could be especially helpful for female students.…”