Defining and Measuring Academic Success.

Despite, and perhaps because of its amorphous nature, the term ‘academic success’ is one of the most widely used constructs in educational research and assessment within higher education. This paper conducts an analytic literature review to examine the use and operationalization of the term in multiple academic fields. Dominant definitions of the term are conceptually evaluated using Astin’s I-E-O model resulting in the proposition of a revised definition and new conceptual model of academic success. Measurements of academic success found throughout the literature are presented in accordance with the presented model of academic success. These measurements are provided with details in a user-friendly table (Appendix B). Results also indicate that grades and GPA are the most commonly used measure of academic success. Finally, recommendations are given for future research and practice to increase effective assessment of academic success.

[1]  D. De Cremer,et al.  Willing and Able , 2015 .

[2]  Alfred Joseph Lizzio,et al.  University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice , 2002 .

[3]  J. Elizabeth,et al.  Student Success in College: Creating Conditions That Matter , 2012 .

[4]  Scott M. Lynch,et al.  Self-Efficacy, Stress, and Academic Success in College , 2005 .

[5]  Cherng-Jyh Yen,et al.  Learner Autonomy as a Predictor of Course Success and Final Grades in Community College Online Courses , 2009 .

[6]  John C. Hayek,et al.  What Matters to Student Success: A Review of the Literature , 2006 .

[7]  K. E. Barron,et al.  Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance From Freshman Year Through Graduation , 2002 .

[8]  Terence J. G. Tracey,et al.  The Relationship of Noncognitive Variables to Academic Success: A Longitudinal Comparison by Race. , 1985 .

[9]  James Lani.  Watson-Glaser Critical Thinking Appraisal (WGCTA) , 2010 .

[10]  Marsha Ann Fralick.  College Success: A Study of Positive and Negative Attrition , 1993 .

[11]  Patrick T. Terenzini,et al.  Assessment with Open Eyes: Pitfalls in Studying Student Outcomes. , 1989 .

[12]  S. C. DeFreitas,et al.  Differences between African American and European American first-year college students in the relationship between self-efficacy, outcome expectations, and academic achievement , 2012 .

[13]  Robert L. Williams,et al.  The relationship of academic self-efficacy to class participation and exam performance , 2011, Social Psychology of Education.

[14]  A. Astin,et al.  Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education. American Council on Education/Macmillan Series on Higher Education. , 1991 .

[15]  Jeff M. Allen,et al.  Moderation of the relation between person–environment congruence and academic success: Environmental constraint, personal flexibility and method , 2012 .

[16]  Maryann Jacobi.  Mentoring and Undergraduate Academic Success: A Literature Review , 1991 .

[17]  L. Sax,et al.  How Undergraduates Are Affected by Service Participation. , 1998 .

[18]  J. Finn,et al.  Academic success among students at risk for school failure. , 1997, The Journal of applied psychology.

[19]  Stephen M. Colarelli,et al.  Relationships Between University Characteristics and Early Job Outcomes of Accountants , 1991 .

[20]  Lillian T. Eby,et al.  PREDICTORS OF OBJECTIVE AND SUBJECTIVE CAREER SUCCESS: A META‐ANALYSIS , 2005 .

[21]  Ernest T. Pascarella,et al.  Differential impacts of academic and social experiences on college-related behavioral outcomes across different ethnic and gender groups at four-year institutions , 1996 .

[22]  K. Anders Ericsson,et al.  Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance , 2005 .

[23]  P. Gore.  Academic Self-Efficacy as a Predictor of College Outcomes: Two Incremental Validity Studies , 2006 .

[24]  K. Charmaz,et al.  Constructing Grounded Theory: A practical guide through qualitative analysis Kathy Charmaz Constructing Grounded Theory: A practical guide through qualitative analysis Sage 224 £19.99 0761973532 0761973532 [Formula: see text]. , 2006, Nurse researcher.

[25]  Jessica Dennis,et al.  The Role of Motivation, Parental Support, and Peer Support in the Academic Success of Ethnic Minority First-Generation College Students , 2005 .

[26]  Elizabeth J. Whitt,et al.  Student Success in College: Creating Conditions That Matter , 2012 .

[27]  D. Caulley.  Qualitative research for education: An introduction to theories and methods , 2007 .

[28]  Åge Diseth,et al.  Approaches to learning, course experience and examination grade among undergraduate psychology students: testing of mediator effects and construct validity , 2007 .

[29]  Factor Structure of the Non-Cognitive Questionnaire-Revised Across Samples of Black and White College Students , 1989 .

[30]  Toward a More Complete Picture of Student Learning: Assessing Students’ Motivational Beliefs , 2004 .

[31]  R. Bogdan.  Qualitative research for education : an introduction to theory and methods / by Robert C. Bogdan and Sari Knopp Biklen , 1997 .

[32]  C. R. Snyder,et al.  Hope and Academic Success in College. , 2002 .

[33]  Karen E. Black,et al.  Assessment in Practice: Putting Principles to Work on College Campuses , 1995 .

[34]  James Hartley,et al.  A comparison between the time-management skills and academic performance of mature and traditional-entry university students , 1996 .

[35]  Namok Choi,et al.  Self‐efficacy and self‐concept as predictors of college students' academic performance , 2005 .

[36]  Richard Arum,et al.  Academically Adrift: Limited Learning on College Campuses , 2011 .

[37]  John W. Young.  Adjusting the Cumulative GPA Using Item Response Theory , 1990 .