Centre for Outcomes Research and Effectiveness (CORE), Research Department of Clinical, Education and Health Psychology, University College London, 1-19 Torrington Place, London WC1E 7HB, United Kingdom.
Psychol Bull. 2012 Mar;138(2):353-87. doi: 10.1037/a0026838.
A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.
对 13 年来大学生平均绩点（GPA）成绩相关因素的研究进行了回顾，得出以下结论：对已知的高等教育 GPA 相关因素进行了全面的、概念性的分析；评估了与 GPA 平均加权相关的大小；并对 GPA 相关因素的多元模型进行了跨研究领域的测试。在 1997 年至 2010 年间，对 PsycINFO 和 Web of Knowledge 数据库进行了系统搜索，共确定了 7167 篇英文文章，其中包含 241 个数据集，这些文章报告了 50 个与 GPA 相关的概念性不同的因素，包括 3 个人口统计学因素和 5 个传统的认知能力或先前学术表现的衡量标准。此外，从 5 个概念上重叠但不同的研究领域中确定了 42 个非智力结构：（a）人格特质，（b）动机因素，（c）自我调节学习策略，（d）学生的学习方法，（e）社会心理背景影响。我们检索了 1105 个独立的相关关系，并使用基于假设的随机效应荟萃分析对数据进行了分析。在 50 个衡量标准中，有 41 个具有显著的平均加权相关性。单变量分析显示，人口统计学和社会心理背景因素与 GPA 的相关性最小。高中 GPA、SAT、ACT 和 A 级成绩与 GPA 的相关性中等。三个非智力结构也与 GPA 呈中等相关性：学业自我效能感、年级目标和努力调节。表现自我效能感的相关性较大，是 50 个衡量标准中最强的相关因素，其次是高中 GPA、ACT 和年级目标。对未来的研究、学生评估和干预设计都具有重要的启示。
