Demographic and psychological predictors of Grade Point Average (GPA) in North-Norway: A particular analysis of cognitive/school-related and literacy problems
| Autor: | Oddgeir Friborg, Karl Ottar Ottosen, Charlotte Bjørnskov Goll, Rannveig Grøm Sæle, Tore Sørlie, Trude Nergård-Nilssen |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2015 |
| Předmět: |
Psychometrics
media_common.quotation_subject education Psychological intervention 050109 social psychology Experimental and Cognitive Psychology Academic achievement Norwegian macromolecular substances Literacy Education Developmental psychology VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Allmennpedagogikk: 281 stomatognathic system Developmental and Educational Psychology 0501 psychology and cognitive sciences media_common VDP::Social science: 200::Education: 280::General education: 281 05 social sciences VDP::Samfunnsvitenskap: 200::Psykologi: 260::Kognitiv psykologi: 267 050301 education Cognition VDP::Social science: 200::Psychology: 260::Cognitive psychology: 267 Mental health language.human_language language Psychology 0503 education Psychosocial Clinical psychology |
| Popis: | Approximately 30 % of students drop out from Norwegian upper secondary schools. Academic achievement, as indexed by Grade Point Average (GPA) is one of the strongest predictors of dropout. The present study aimed to examine the role of cognitive, school-related and affective/psychological predictors of GPA. In addition, we examined the psychometric properties of a new scale for literacy problems (LP), as well as its role for GPA. Analyses showed that the scale had favourable psychometric properties. Multivariable regression analyses showed that study track choice, task solving skills, gender, lack of educational plans and literacy problems predicted GPA in descending order. The major implication of the study was that GPA is related to a multiple number of demographic, cognitive, and psychosocial factors, and that any interventions addressing GPA will be less effective if not addressing psychosocial in addition to cognitively/school-related factors. |
| Databáze: | OpenAIRE |
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