Abstract
Knowing what predicts college success can lead to better instructional approaches, and institutions can benefit from higher retention rates, optimized resource allocation, and more conducive learning environments. To discover the best predictors of student success (i.e. overall GPA), we collected data in our Capstone class from the Spring of 2020 to the Fall of 2024. Our focus was to find measures that allow us to design interventions that increase the likelihood of student success. For aptitude measures, Verbal ability (r(103) = .32, p < .00) and Word knowledge (r(111) = .31, p < .00) were significant predictors of overall GPA. A free version of the psychology GRE was also a significant predictor (r(103) = .24, p < .00) as was Reading Comprehension (r(110) = .39, p < .00) and Critical Thinking ((r(110) = .34, p < .00). Distractibility and hopelessness were negatively related to overall GPA. Several factors, including Academic Delay of Gratification, Incremental Theory of Intelligence, Self-Regulation, and Academic Beliefs were not predictive. Data analysis and data entry continue. The results support our efforts to enhance reading, writing, and critical thinking skills in the curriculum. Along with observations in the classroom, these results suggest that students have difficulties fully comprehending instructions, and thinking critically. Future interventions may need to focus on these skills as well as basic English proficiency.
Presenters
Robert CorwynDistinguished Professor, Psychology, UA Little Rock, Arkansas, United States Belinda Blevins-Knabe
Professor, Psychology, University of Arkansas at LIttle Rock, Arkansas, United States Elisabeth Sherwin
Professor and Chair, Psychology, University of Arkansas at Little Rock, Arkansas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2024 Special Focus—People, Education, and Technology for a Sustainable Future
KEYWORDS
CRITICAL THINKING, GPA, READING, HOPELESSNESS
