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National Resource Center for The First-Year Experience and Students in Transition

Publication Details

How are first-year student study habits and grade predictions related to semester and cumulative grades, long-term retention, and graduation?


Author(s): Zlokovich, M. S., Crites, D., Bingham, J., Buck, L., & Burt, S., Goings-Vogelsang, C., Humphrey, R., Kos

Citation: Zlokovich, M. S., Crites, D., Bingham, J., Buck, L., & Burt, S., Goings-Vogelsang, C., Humphrey, R., Kos. (2003). How are first-year student study habits and grade predictions related to semester and cumulative grades, long-term retention, and graduation?. Journal of The First-Year Experience & Students in Transition, 15(1), 77-104.

 

Abstract

A longitudinal study of undergraduates in seven different lower-level core courses examined study habits, grade predictions, course grades, cumulative grades, and long-term retention. Eight years later student enrollment status (retained and currently enrolled, graduated, or terminated studies at the university), and cumulative GPA were related to the students' study habits and grade predictions during fall 1993. Graduates earned higher course grades and higher cumulative GPAs and more accurately predicted their course grades than non-graduates. Students who earned the lowest grades overestimated their exam and course grades the most.

 

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