PREDICTING ACADEMIC DEVELOPMENT: THE ROLE OF PSYCHOSOCIAL AND FAMILY FACTORS

This longitudinal survey of 646 students (214 males and 432 females) between the ages of 17 and 25 across their three years university career aimed to identify psychosocial and family factors that predict educational achievement. In year one students were assessed on family environment, achievement motivation, problem solving style, optimism and end of year grade point average (GPA). The measures of achievement motivation, problem solving style, optimism, and GPA were repeated in years two and three. Analysis using hierarchical multiple regression (HMRA) and structural equation modelling (SEM) show that mother’s education, family growth, problem-solving self-efficacy, intrinsic motivation and optimism predicted academic attainment in terms of their final degree grade.