Predicting College Success: The Relative Contributions of Five Social/Personality Factors, Five Cognitive/Learning Factors, and SAT Scores

Brenda Ann Marie Hannon


To-date, studies have examined simultaneously the relative predictive powers of two or three factors on GPA performance. The present study examines the relative powers of five social/personality factors, five cognitive/learning factors, and SAT scores to predict freshmen and non-freshmen (sophomores, juniors, seniors) academic success (i.e., GPA). The results revealed many significant predictors of GPA for both freshmen and non-freshmen. However, subsequent regressions showed that only academic self-efficacy, epistemic belief of learning, and high-knowledge integration explained unique variance in overall GPA (19%-freshmen, 23.2%-non-freshmen), a finding that suggests that test anxiety, locus of control and achievement motivation goals fail to account for unique variance in GPA and that social/personality measures are more predictive of GPA then are learning/cognitive measures. Further for freshmen, SAT scores explained an additional unique 10.6% variance after the influences attributed to these three predictors was removed whereas for non-freshmen, SAT scores failed to explain any additional variance. These results highlight the unique and important contributions of academic self-efficacy, epistemic belief of learning and high-knowledge integration to overall GPA beyond other previously-identified predictors, such as test anxiety, locus of control, achievement motivation and SAT scores.

Full Text:




  • There are currently no refbacks.

Paper Submission E-mail:

Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

Copyright © Redfame Publishing Inc.

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders. 

If you have any questions, please contact: