A Multi-Factor Model of Student Achievement: Examining the Interplay of Cognitive and Non-Cognitive Factors in Higher Education.
Saved in:
| Title: | A Multi-Factor Model of Student Achievement: Examining the Interplay of Cognitive and Non-Cognitive Factors in Higher Education. |
|---|---|
| Authors: | Brune, Chris1, Lee, Kevin2, Miller, Scott2 |
| Source: | Journal of Higher Education Theory & Practice. 2026, Vol. 26 Issue 1, p112-122. 11p. |
| Subject Terms: | *Grade point average, *Motivation (Psychology), *Academic achievement, *Higher education, Mentoring, Personality, Executive function |
| Abstract: | This study examines the determinants of student achievement in a required undergraduate finance course at a mid-sized private university. Drawing on 500 observations, the analysis integrates cognitive (intelligence) and non-cognitive (effort, motivation, interest, support, and mentoring) factors within a single framework. The study addresses a gap in the literature by testing multiple predictors simultaneously and demonstrating that certain interactions-- particularly between GPA and mentorship--yield especially substantial gains in performance. The findings underscore the importance of holistic interventions that target both cognitive and non-cognitive dimensions of student success. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 193910502 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: A Multi-Factor Model of Student Achievement: Examining the Interplay of Cognitive and Non-Cognitive Factors in Higher Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Brune%2C+Chris%22">Brune, Chris</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Lee%2C+Kevin%22">Lee, Kevin</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Miller%2C+Scott%22">Miller, Scott</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education+Theory+%26+Practice%22">Journal of Higher Education Theory & Practice</searchLink>. 2026, Vol. 26 Issue 1, p112-122. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Grade+point+average%22">Grade point average</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Personality%22">Personality</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines the determinants of student achievement in a required undergraduate finance course at a mid-sized private university. Drawing on 500 observations, the analysis integrates cognitive (intelligence) and non-cognitive (effort, motivation, interest, support, and mentoring) factors within a single framework. The study addresses a gap in the literature by testing multiple predictors simultaneously and demonstrating that certain interactions-- particularly between GPA and mentorship--yield especially substantial gains in performance. The findings underscore the importance of holistic interventions that target both cognitive and non-cognitive dimensions of student success. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193910502 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 112 Subjects: – SubjectFull: Grade point average Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Higher education Type: general – SubjectFull: Mentoring Type: general – SubjectFull: Personality Type: general – SubjectFull: Executive function Type: general Titles: – TitleFull: A Multi-Factor Model of Student Achievement: Examining the Interplay of Cognitive and Non-Cognitive Factors in Higher Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Brune, Chris – PersonEntity: Name: NameFull: Lee, Kevin – PersonEntity: Name: NameFull: Miller, Scott IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 21583595 Numbering: – Type: volume Value: 26 – Type: issue Value: 1 Titles: – TitleFull: Journal of Higher Education Theory & Practice Type: main |
| ResultId | 1 |
