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Examining the Relationship between Psychosocial and Academic Outcomes in Higher Education: A Descriptive Analysis

This paper estimates the relationship between students’ psychosocial and academic outcomes during their first three years enrolled at public, four-year institutions. Our sample is comprised of students from low-income backgrounds who applied for a competitive scholarship and enrolled at a four-year public institution. We follow two cohorts of entering students throughout their first three years on campus. We observe their cumulative GPA and persistence decisions each semester, and have annual measures of four psychosocial outcomes: mattering to campus, sense of belonging to campus, academic self-efficacy, and social self-efficacy. We find that psychosocial outcomes are moderately predictive of academic outcomes, with sense of belonging and academic self-efficacy emerging as most predictive of both cumulative GPA and persistence.

Keywords
Psychosocial outcomes, academic achievement, persistence, postsecondary success
Education level
Document Object Identifier (DOI)
10.26300/fp11-2850

EdWorkingPaper suggested citation:

Swanson, Elise, Tatiana Melguizo, and Francisco Martorell. (). Examining the Relationship between Psychosocial and Academic Outcomes in Higher Education: A Descriptive Analysis. (EdWorkingPaper: -286). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/fp11-2850

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