Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
365453 | Learning and Individual Differences | 2008 | 5 Pages |
Abstract
Non-cognitive factors represent a chance to learn more about how to help students succeed in early college experiences. This study examined personality and motivation as predictors of first-quarter GPA in a sample of 315 non-traditional undergraduates at a Hispanic-serving institution. Our results provide support for the importance of high levels of conscientiousness, intrinsic motivation, and low levels of extrinsic motivation in first-quarter school success. Implications and possible interventions are discussed.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
James C. Kaufman, Mark D. Agars, Muriel C. Lopez-Wagner,