A Multi-Factor Model of Student Achievement: Examining the Interplay of Cognitive and Non-Cognitive Factors in Higher Education.

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Bibliographic Details
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

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