Social cognitive predictors of college students’ academic performance and persistence: A meta-analytic path analysis

Abstract This study tested Social Cognitive Career Theory’s (SCCT) academic performance model using a two-stage approach that combined meta-analytic and structural equation modeling methodologies. Unbiased correlations obtained from a previously published meta-analysis [Robbins, S. B., Lauver, K., Le, H., Davis, D., & Langley, R. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130 , 261–288.] were used to create the input correlation matrices for subsequent path-analytic tests of the model, using both college GPA and retention as performance criteria. Results suggested that SCCT does an adequate to excellent job of modeling academic performance and persistence, but that model fit was better when general cognitive ability versus high school GPA was used to operationalize the ability/past performance variable. Results are discussed in terms of their fit with SCCT and their practical implications.

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