Graduate Thesis Or Dissertation
 

Modeling academic performance change from high school to college

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  • This research was undertaken to identify variables that accounted for major changes in academic performance between high school and college. Differences between predicted and actual college GPA were used to classify students as gainers or decliners among a group of sophomores and a group of seniors at a medium-sized research university. A model composed of nine variables was developed to explain the change in performance. Each variable was classified as an Environmental Triggering Mechanism (environmental stimulus), an Internal Psychological state (a cognitive response to the stimulus), or an Academic Behavior. Seven of the variables were derived from the literature of academic achievement in college. Two of the variables were identified in the course of exploratory interviews with senior performance changers. Two-way discriminant function analysis was performed to determine which of the variables contributed most to classifying students as gainers or decliners. Correlation analysis was performed to examine the relationships between variables. Academic expectancies, the number of terms required to adjust to college academically, and the students' approach to study (consistency and priority of study) emerged as making the strongest contribution to the discriminant function for both sophomores and seniors. Significant correlations were found between some, but not all, of the variables in each category, supporting the basic structure of the model. Variables categorized as Environmental Triggering Mechanisms played a secondary role with respect to those Internal Psychological States and Academic Behaviors that contributed most to academic performance change.
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