Polytechnic University of Valencia Congress, Third International Conference on Higher Education Advances

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Prediction of college grades in the sample of Norwegian students
Velibor Bobo Kovac, Anne Karin Vikstøl Olsen, Kristin Spieler

Last modified: 30-05-2017


College grades represent summative assessments that are traditionally used to evaluate the levels of student learning. In the present study we examine the relative impact of individual variables and learning environment (LE) on student grades. The individual variables included in the present study are: school attendance, student learning efficacy, and behavioural intentions. The LE variables are: perceived justice, social identification, learning context, and organizational citizenship behaviour. Participants comprised 201 students enrolled in a mid-size university in Norway. The individual predictors explained 30% of the variance in actual grades, with self-efficacy beliefs (β = .16, p < .05), non-mandatory school attendance (β = .25, p < .01), intentions to get a specific grade (β = .23, p < .01), and intentions to quit studying (β = .19, p < .01) as significant predictors. The LE variables explained zero % (0%) of the variance in actual grades. None of the included LE variables emerged as significant in the final step of the regression analysis. The central point in the discussion is dedicated to the somewhat surprising finding that none of the LE variables contributed to explained variance in actual grades. The implications and limitations of the present work would also be discussed.

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