Cognitive and Noncognitive Predictors of Academic Success in Higher Education: A Large-Scale Longitudinal Study

• In Event: Assessing Student Learning, Performance, and Success

Abstract

How important are learning strategies or personal attributes for learning outside of domain-specific knowledge or 21st-century transversal skills when predicting academic success in higher education? To address this question, we conducted a longitudinal study among 1,681 students, who took four tests and questionnaires when they entered the university. In the next five years, we followed their academic progress. The overarching model determined 18.4% of the variance in later academic success. Domain-specific knowledge from previous studies and learning motivation emerged as the strongest predictor, and 21st-century transversal skills proved to be unimportant in earning a university degree. Results highlight the importance of transforming higher education so that it is consistent with the expectations of the 21st-century labour market.

Authors

• Gyongyver Molnar, University of Szeged

• Ádám Kocsis, University of Szeged