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
收藏
页码：492 / 496
页数：5
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