Predicting Adolescents’ Academic Achievement in STEM and non-STEM subjects: The Incremental Contribution of Growth in Non-Cognitive Factors

• In Event: 16.023 - Examining and Fostering Growth in STEM Knowledge and Skills

Abstract

Previous studies showed the importance of psychosocial factors (PSFs) in predicting adolescents’ academic achievement (e.g. Robbins et al., 2004). Less focus has been placed on the effect of growth. Using a random effect mixed model that controlled for students’ demographics, previous academic achievement and growth in achievement, the current study examined the role of growth in PSFs - motivation, social engagement, and self-regulation- in the prediction of adolescents’ academic performance in STEM (Mathematics and Science) subjects and non-STEM subjects (and English and Reading). Results showed that the growth in self-regulation was important for success at STEM subjects while the growth in motivation and social engagement were important for non-STEM subjects, after controlling for cognitive variables and demographics.

Authors

• Yaoran Li, University of san diego

• Edwin Ndum, ACT, Inc.