Personality and Self-Belief Predictors of GPA: Not Much More than Conscientiousness?

dc.contributor.advisorCoyle, Thomas
dc.contributor.authorMinnigh, Tyler L.
dc.contributor.committeeMemberBaumann, Michael
dc.contributor.committeeMemberGolob, Edward
dc.contributor.committeeMemberPillow, David
dc.creator.orcidhttps://orcid.org/0000-0002-2186-0136
dc.date.accessioned2024-02-12T15:39:57Z
dc.date.available2024-02-12T15:39:57Z
dc.date.issued2022
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractA challenge in research on the predictive power of various cognitive and non-cognitive predictors of academic performance is identifying valid, varied, and non-redundant psychological variables which maximize a selection system's ability to predict future grade point averages (GPAs). While cognitive tests (e.g., the SAT and ACT) are generally considered moderately strong predictors of future academic performance, they leave a substantial amount of variance in GPAs unaccounted for. Some non-cognitive predictors, such as personality traits and self-beliefs, predict additional variance in GPAs after controlling for cognitive test scores. Conscientiousness, one the "Big Five" personality traits which broadly represents a person's industriousness, achievement-striving, and deliberation, is one of the most well established non-cognitive predictors of academic performance. However, non-cognitive predictors from distinct research traditions often overlap conceptually, leading to concerns that related constructs may really be measuring the same thing. The current project tested whether selected personality and self-belief variables continue to predict GPA after removing variance shared with Conscientiousness and controlling for SAT scores. For the majority of the selected variables, the current study found that their relationship with GPA was severely attenuated after removing variance shared with Conscientiousness, leading to the conclusion that their effect on academic performance is "not much more than Conscientiousness".
dc.description.departmentPsychology
dc.format.extent91 pages
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4524
dc.languageen
dc.subjectAcademic Performance
dc.subjectAcademic Self-efficacy
dc.subjectAchievement Motivation
dc.subjectConscientiousness
dc.subjectGrade Goals
dc.subjectGrit
dc.subject.classificationPersonality psychology
dc.subject.classificationCognitive psychology
dc.subject.classificationEducational psychology
dc.titlePersonality and Self-Belief Predictors of GPA: Not Much More than Conscientiousness?
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentPsychology
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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