This study examined the extent to which variance in college student achievement was explained by self-efficacy, motivation, study habits, extracurricular activity involvement, perceptions of social support and perceptions of support from faculty, as well as perceptions of university support. Participants were 195 college students from a large, urban university. Self-efficacy and organizational study habits played a significant role in college student achievement. Implications to help improve student outcomes are discussed.
AlvanS. L. J.BelgraveF. Z.ZeaM. C. (1996). Stress, social support, and college adjustment among Latino students. Cultural Diversity and Mental Health, 2(3), 193–203.
2.
AntrobusJ. S.DobbelaerR.SalzingerS. (1988). Social networks and college success, or grade point average and the friendly connection. In S. Salzinger, J. Antrobus, & M. Hammer (Eds.), Social networks of children, adolescents, and college students (pp. 227–260). Lawrence Erlbaum Associates.
3.
AquilinoW. S. (2006). Family relationships and support systems in emerging adulthood. In J. J. Arnett & J. L. Tanner (Eds.), Emerging adults in America: Coming of age in the 21st century (pp. 193–217). American Psychological Association.
4.
ArnettJ. J. (1994). Are college students adults? Their conceptions of the transition to adulthood. Journal of Adult Development, 1(4), 213–224.
5.
ArnettJ. J. (2007). Emerging adulthood: What is it, and what is it good for?Child Development Perspectives, 1(2), 68–73.
6.
ArnettJ. J. (2014). Emerging adulthood: The winding road from the late teens through the twenties (2nd ed.).Oxford University Press.
7.
BaldufM. (2009). Underachievement among college students. Journal of Advanced Academics, 20(2), 274–294.
8.
BanduraA. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
9.
BarkleyR. A.FischerM. (2011). Predicting impairments in major life activities and occupational functioning in hyperactive children as adults: Self-reported executive function (EF) deficits versus EF tests. Developmental Neuropsychology, 36(2), 137–161.
10.
BronfenbrennerU. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531.
11.
BronfenbrennerU. (1979). The ecology of human development: Experiment by nature and design. Harvard University Press.
12.
BruwerB.EmsleyR.KiddM.LochnerC.SeedatS. (2008). Psychometric properties of the Multidimensional Scale of Perceived Social Support in youth. Comprehensive Psychiatry, 49, 195–201.
13.
Canty-MitchellJ.ZimetG. D. (2000). Psychometric properties of the Multidimensional Scale of Perceived Social Support. American Journal of Community Psychology, 28(3), 391–400.
14.
Caskie, G. I. L., Sutton, M. C., & Eckhardt, A. G. (2014). Accuracy of self-reported college GPA: Gender-moderated differences by achievement level and academic self-efficacy. Journal of College Student Development, 55(4), 385–390.
15.
CassidyS.EachusP. (2000). Learning style, academic belief systems, self-report student proficiency and academic achievement in higher motivation. Educational Psychology, 20(3), 307–322.
16.
CastilloL. G.ConoleyC. W.BrossartD. F. (2004). Acculturation, white marginalization, and family support as predictors of perceived distress in Mexican American female college students. Journal of Counseling Psychology, 51(2), 151–157.
17.
ChemersM. M.HuL.GarciaB. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64.
18.
Chih-YuanS.L.GoldsteinS.E.DikB.J. (2018). The relational context of social support in young adults: Links with stress and well-being. Journal of Adult Development, 25(1), 25–36.
19.
CokleyK. (2000). Perceived faculty encouragement and its influence on college students. Journal of College Student Development, 41(3), 348–352.
20.
ConleyC. S.KirschA. C.DicksonD. A.BryantF. B. (2014). Negotiating the transition to college: Developmental trajectories and gender differences in psychological functioning, cognitive-affective strategies, and social well-being. Emerging Adulthood, 2(3), 195–210.
21.
DennisJ. M.PhinneyJ. S.ChuatecoL. I. (2005). The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development, 46(3), 223–236.
22.
DeWitzS. J.WoolseyM. L.WalshW. B. (2009). College student retention: An exploration of the relationship between self-efficacy beliefs and purpose in life among college students. Journal of College Student Development, 50(1), 19–34.
23.
DuruE. (2007). Re-examination of the psychometric characteristics of the Multidimensional Scale of Perceived Social Support among Turkish university students. Social Behavior and Personality, 35(4), 443–452.
24.
DweckC. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048.
25.
EcclesJ. S.WigfieldA. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.
EliasS. M.MacDonaldS. (2007). Using past performance, proxy efficacy, and academic self-efficacy to predict college performance. Journal of Applied Social Psychology, 37(11), 2518–2531.
28.
GaravaliaL. S.ScheuerD. A.CarrollC. A. (2002). Comparative analysis of first- and third year pharmacy students’ perceptions of student-regulated learning strategies and motivation. American Journal of Pharmacy Education, 66(3), 219–223.
29.
GarciaT.PintrichP. R. (1996). The effects of autonomy on motivation and performance in the college classroom. Contemporary Educational Psychology, 21, 477–486.
30.
HendersonD. X.Decuir-GunbyJ.GillV. (2016). “It really takes a village”: A socio-ecological model of resilience for prevention among economically disadvantaged ethnic minority youth. Journal of Primary Prevention, 37, 469–485.
31.
HoigaardR.KovacV. B.OverbyN. C.HaugenT. (2015). Academic self-efficacy mediates the effects of school psychological climate on academic achievement. School Psychology Quarterly, 30(1), 64–74.
32.
HonickeT.BroadbentJ. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84.
33.
HsiehP.SullivanJ. R.GuerraN. S. (2007). A closer look at college students: Self-efficacy and goal orientation. Journal of Advanced Academics, 18(3), 454–477.
34.
KarpM. M.HughesK. L.O’GaraL. (2008). An exploration of Tinto’s integration framework for community college students. Community College Research Center, 12, 1–21.
35.
KimD.RaY. (2015). What impacts success in college? Findings from the perceptions of Korean students. College Student Journal, 49(1), 161–168.
36.
KitsantasA.ZimmermanB. J. (2009). College students’ homework and academic achievement: The mediating role of self-regulatory beliefs. Metacognition and Learning, 4(2), 97–110.
37.
Kinzie, J., Gonyea, R., Shoup, R., & Kuh, G. D. (2008). Promoting persistence and success of underrepresented students: Lessons for teaching and learning. New Directions for Teaching and Learning, 115, 21–38.
38.
KomarrajuM.NadlerD., (2013). Self-efficacy and student achievement: Why do implicit beliefs, goals, and effort regulation matter?Learning and Individual Differences, 25, 67–72.
39.
KuoJ.HagieC.MillerM. T. (2004). Encouraging college student success: The instructional challenges, response strategies, and study skills of contemporary undergraduates. Journal of Instructional Psychology, 31(1), 60–67.
40.
LairdT. F. N.ChenD.KuhG. D. (2008). Classroom practices at institutions with higher than-expected persistence rates: What student engagement data tells us. In J.M. Braxton (ed.), The role of the classroom in college student persistence (pp. 85–100). Jossey-Bass.
41.
LaMastroV. (2001). Influence of perceived institutional and faculty support on college students’ attitudes and behavioral intentions. Psychological Reports, 88, 567–580.
42.
LeeC. S.GoldsteinS. E.DikB. J.RodasJ. M. (2020). Sources of social support and gender in perceived stress and individual adjustment among Latina/o college-attending emerging adults. Cultural Diversity and Ethnic Minority Psychology, 26(1), 134–147.
43.
LernerR. (1996). Relative plasticity, integration, temporality, and diversity in human development: A developmental contextual perspective about theory, process, and method. Developmental Psychology, 32(4), 781–786.
44.
MoellerR. W.SeehuusM. (2019). Loneliness as a mediator for college students’ social skills and experiences of depression and anxiety. Journal of Adolescence, 73, 1–19.
45.
NicponM. F.HuserL.BlanksE. H.SollenbergerS.BefortC.Robinson KurpiusS. E. (2006). The relationship of loneliness and social support with college freshmen’s academic performance and persistence. Journal of College Student Retention, 8(3), 345–358.
46.
NiemiecC. P.LynchM. F.VansteenkisteM.BernsteinJ.DeciE. L.RyanR. M. (2006). The antecedents and consequences of autonomous self-regulation for college: A self determination theory perspective on socialization. Journal of Adolescence, 29, 761–775.
47.
PascarellaE. T.TerenziniP. T. (1977). Patterns of student-faculty informal interaction beyond the classroom and voluntary freshman attrition. Journal of Higher Education, 48, 540–552.
48.
PascarellaE. T.TerenziniP. T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theoretical model. Journal of Higher Education, 51(1), 60–75.
49.
PascarellaE. T.TerenziniP. T. (1983). Predicting voluntary freshman year persistence/withdrawal behavior in a residential university: A path analytic validation of Tinto’s model. Journal of Educational Psychology, 75(2), 215–226.
50.
ProctorB. E.PrevattF.AdamsK.HurstA.PetscherY. (2006). Study skills profiles of normal achieving and academically-struggling college students. Journal of College Student Development, 47(1), 37–51.
51.
RauW.DurandA. (2000). The academic ethic and college grades: Does hard work help students to “make the grade?”Sociology of Education, 73(1), 19–38.
52.
Rimm-KaufmanS. E.PiantaR. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21(5), 491–511.
53.
RobbinsS. B.LauverK.LeH.DavisD.LangleyR.CarlstromA. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261–288.
54.
RodriguezN.Bingham MiraC.MyersH. F.MorrisJ. K.CardozaD. (2003). Family or friends: Who plays a greater supportive role for Latino college students?Cultural Diversity and Ethnic Minority Psychology, 9(3), 236–250.
55.
RoebersC. M.CimeliP.RothlisbergerM.NeuenschwanderR. (2012). Executive functioning, metacognition, and self-perceived competence in elementary school children: An explorative study on their interrelations and their role for student achievement. Metacognition and Learning, 7, 151–173.
56.
SameroffA. J. (2000). Developmental systems and psychopathology. Development and Psychopathology, 12, 297–312.
57.
SchraderD. E. (2004). Intellectual safety, moral atmosphere, and epistemology in college classrooms. Journal of Adult Development, 11(2), 87–101.
58.
SchunkD. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1(3), 173–208.
59.
SmallS. A.LusterT. (1994). Adolescent sexual activity: An ecological, risk-factor approach. Journal of Marriage and Family, 56(1), 181–192.
60.
TaylorZ. E.DoaneL. H.EisenbergN. (2013). Transitioning from high school to college: Relations of social support, ego-resiliency, and maladjustment during emerging adulthood. Emerging Adulthood, 2(2), 105–115.
61.
TerenziniP. T.PascarellaE. (1977). An assessment of the construct validity of the Clark Trow typology of college student subcultures. American Education Research Journal, 14(3), 225–248.
62.
TintoV. (1987). Leaving college: Rethinking the causes and cures of student attrition. The University of Chicago Press.
63.
TurnerE. A.ChandlerM.HefferR. W. (2009). The influence of parenting styles, achievement motivation, and self-efficacy on academic performance in college students. Journal of College Student Development, 50(3), 337–346.
64.
UrdanT.MestasM. (2006). The goals behind performance goals. Journal of Educational Psychology, 98(2), 354–365.
65.
VallerandR. J.BlaisM. R.BriereN. M.PelletierL. G. (1989). Construction et validation de l’échelle de motivation en éducation (EME) [Construction and validation of the Motivation Toward Education Scale]. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences du Comportement, 21(3), 323–349.
66.
VallerandR. J.PelletierL. G.BlaisM. R.BriereN. M.SenecalC.VallieresE. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003–1017.
67.
VoelklK. E. (2010). School warmth, student participation, and achievement. The Journal of Experimental Education, 63(2), 127–138.
68.
WilhiteS. C. (1990). Self-efficacy, locus of control, self-assessment of memory ability, and study activities as predictors of college course achievement. Journal of Educational Psychology, 82(4), 696–700.
69.
WohlgemuthD.WhalenD.SullivanJ.NadingC.ShelleyM.WangY. R. (2007). Financial, academic, and environmental influences and the retention and graduation of students. Journal of College Student Retention, 8(4), 457–475.
70.
ZimetG. D.DahlemN.ZimetS.FarleyG. K. (1988). The Multidimensional Scale of Perceived Social Support. The Journal of Personality Assessment, 52(1), 30–41.
71.
ZimetG. D.PowellS. S.FarleyG. K.WerkmanS.BerkoffK. A. (1990). Psychometric characteristics of the multidimensional scale of perceived social support. Journal of Personality Assessment, 55(3–4), 610–617.
72.
ZimmermanB. J.KitsantasA. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30(4), 397–417.
73.
ZimmermanB. J.KitsantasA. (2007). Reliability and validity of Self-Efficacy for Learning Form (SELF) scores of college students. Zeitschrift Für Psychologie/Journal of Psychology, 215(3), 157–163.
