Date of Award
7-2016
Degree Type
Dissertation
Degree Name
Doctor of Philosophy - School Psychology
Department
Human Services
First Advisor
Dr. Luis E. Aguerrevere
Second Advisor
Dr. Robbie J. Steward
Third Advisor
Dr. Daniel F. McCleary
Fourth Advisor
Dr. Pauline Sampson
Fifth Advisor
Dr. Michael E. Walker
Abstract
ABSTRACT
Shifts from scientific and theoretical exploration to occupational preparation within academic scholarship has led researchers to focus on performance variables, such as grade point average (GPA), to better understand how to promote academic success. For example, researchers have examined variables to determine their influence on GPA. The purpose of this study was to identify if commitment variables in conjunction with executive functioning significantly predicted cumulative GPA in a college setting beyond previously established predictors. Results indicated that high school GPA (b = .44) was the only significant predictor of cumulative GPA. When high school GPA was eliminated from analyses, executive functioning (b = .21) significantly predicted cumulative GPA. Additional findings are discussed along with implications and directions for future research.
Keywords: academic performance, identity commitment, academic commitment, executive functioning
Repository Citation
Gomez, Frank E. Jr., "Predicting Academic Performance: A Commitment Perspective" (2016). Electronic Theses and Dissertations. 71.
https://scholarworks.sfasu.edu/etds/71
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Developmental Psychology Commons, Educational Psychology Commons, Personality and Social Contexts Commons, School Psychology Commons, Theory, Knowledge and Science Commons
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