Do Engagement, Motivation, and Self-Regulation Predict Freshman Academic Performance Above and Beyond High School Academic Preparedness?

• In Event: Methodological Innovations and Advanced Applications Using National and International Databases

Abstract

This study uses data from the Education Longitudinal Study of 2002 to examine the predictive validity of four types of high school measures of college readiness (school engagement, self-regulation, motivation, and academic preparedness) on freshmen academic performance. The results show that while the three non-academic measures strongly predict freshmen academic performance, their effects are largely mediated by high school academic preparedness. However, the effect of Academic Preparedness also had a weaker association with freshmen performance among underserved groups (Black and Latino students) than others. An implication of these findings is admissions policy that focus solely on academic preparedness is less appropriate for selecting the best students from underserved populations.

Author

• Gregory J. Palardy, University of California - Riverside
  Presenting Author