The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution

被引：50

作者：

Kaufman, James C. ^{[1
]}

Agars, Mark D. ^{[1
]}

Lopez-Wagner, Muriel C.

机构：

[1] Calif State Univ San Bernardino, Learning Res Inst, San Bernardino, CA 92407 USA

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2008年 / 18卷 / 04期

关键词：

Non-cognitive; School achievement; College; Hispanic; Motivation; Personality;

D O I：

10.1016/j.lindif.2007.11.004

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

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. (C) 2008 Elsevier Inc. All rights reserved.

引用

页码：492 / 496

页数：5

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