Incremental Analysis of "Noncognitive" Predictors of Achievement: Determining Contributions Over Measures of Cognitive Ability

• In Event: Poster Session 1
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

Variables designated as “grit” and “growth mindset” have become extensively proposed as critical motivational contributors to learning and performance. There is currently insufficient evidence, however, supporting these claims. Accordingly, we examined whether these constructs accounted for incremental variance over and above cognitive ability—as indexed by standardized test scores—in the prediction of academic achievement. Hierarchical regression and commonality analysis assessed whether each variable contributed to students’ (N = 333) grades in introductory psychology after controlling for test scores. Incremental predictive validity was found for grit (∆R2 = 2.6%, p < .01), but not growth mindset (∆R2 = .2%, ns), suggesting that evidence for noncognitive factors on student achievement must take into account students’ cognitive ability.

Authors

• Lawrence I. Cho, University of Michigan - Ann Arbor

• Stuart A. Karabenick, University of Michigan

• William Gehring, University of Michigan