Predicting Academic Performance: A Commitment Perspective

<p>ABSTRACT</p> <p>Shifts from scientific and theoretical exploration to occupational preparation within academic scholarship has led researchers to focus on performance variables, such as grade point average (GPA), to better understand how to promote academic success. For example, researchers have examined variables to determine their influence on GPA. The purpose of this study was to identify if commitment variables in conjunction with executive functioning significantly predicted cumulative GPA in a college setting beyond previously established predictors. Results indicated that high school GPA (<em>b</em> = .44) was the only significant predictor of cumulative GPA. When high school GPA was eliminated from analyses, executive functioning (<em>b</em> = .21) significantly predicted cumulative GPA. Additional findings are discussed along with implications and directions for future research.</p> <p><em>Keywords:</em> academic performance, identity commitment, academic commitment, executive functioning</p>

Name thesis:degree_name

Doctor of Philosophy - School Psychology

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Human Services

Year dc:date.available

2016

Author dc:creator

• Gomez, Frank E, Jr.

Contributors dc:contributor

• Dr. Luis E. Aguerrevere
• Dr. Robbie J. Steward
• Dr. Daniel F. McCleary

• Academic Performance
• Identity Commitment
• Academic Commitment
• Executive Functioning
• Developmental Psychology
• Educational Psychology
• Personality and Social Contexts
• School Psychology
• Theory, Knowledge and Science

Repository record dc:identifier

https://scholarworks.sfasu.edu/etds/71

OAI identifier oai:identifier

oai:scholarworks.sfasu.edu:etds-1076