Psychosocial Factors Predicting First-Year College Student Success
Psychosocial Factors Predicting First-Year College Student Success
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DOI：
10.1353/csd.2013.0034
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发表时间：
2013-05-01
影响因子：
2.1
通讯作者：
Wilcox, Dan
中科院分区：
文献类型：
--
作者：
Krumrei-Mancuso, Elizabeth J.;Newton, Fred B.;Wilcox, Dan
这项研究利用了一个大学成功的模型，涉及学生实现学业目标和生活满意度。分层回归分析了579名大学一年级学生中六个心理社会因素对大学成功的作用。在控制相关人口统计学因素后，学业自我效能感、组织性和学习注意力对第一学期平均成绩有预测作用。在控制之前的第一学期GPA时，学业自我效能甚至可以预测年终GPA。中介分析显示，第一学期的GPA是这两个心理社会变量和年底GPA之间的重要调解人。其他心理社会变量预测大学生的生活满意度：压力和时间管理，参与大学活动，和学术情感满意度。我们探讨如何制定干预措施的心理社会因素的基础上提供了一个途径，为学生解决特定的态度，情绪和行为，与大学的成功。
This study made use of a model of college success that involves students achieving academic goals and life satisfaction. Hierarchical regressions examined the role of six psychosocial factors for college success among 579 first-year college students. Academic self-efficacy and organization and attention to study were predictive of first semester grade point average (GPA) when controlling relevant demographic factors. Academic self-efficacy was even predictive of end-of-year GPA when controlling previous, first-semester GPA. Mediation analyses revealed that first-semester GPA was an important mediator between these two psychosocial variables and end-of-year GPA. Additional psychosocial variables were predictive of college students' life satisfaction: stress and time management, involvement with college activity, and emotional satisfaction with academics. We explore how formulating interventions on the basis of psychosocial factors offers an avenue for students to address specific attitudes, emotions, and behaviors that relate to college success.