The Psychology of Student Success
Abstract (300 words maximum)
Several recent events including the COVID-19 pandemic, proliferation of generative AI, and changes in K-12 policies and expectations have affected the high school experience and potentially have ripple effects as students transition into college. This study helps codify how contemporary students measure their own success in college in comparison to traditional measures of college success (e.g., GPA, RPG). Additionally, it examines the relations between students’ high school experience with AI use, non-zero grading policies, COVID-19 and academic success in college. Two-hundred-seven KSU undergraduates (GPA: M = 3.18, SD = .82) completed an online survey designed to evaluate factors that may be related to academic success. Students rated traditional measures of success (e.g., GPA and RPG) highly, but also rated other measures such as career preparation and balancing work, life, and school highly as well. This indicates that collegiate student priorities are evolving. A correlative analysis indicated that lower grades in high school due to COVID-19 are related to greater gaps in preparedness when students transition to college. Relatedly, as preparedness gaps increase, college GPA decreases. Taken together, these results indicate that the pandemic and subsequent disruptions in K-12 are still permeating into higher education. The study found no correlation between what students personally value as “success” and their actual GPA. AI use and non-zero grade policies did not significantly correlate with college preparedness. Contemporary college students measure “success” using a mix of traditional and non-traditional metrics. Understanding this evolving mix of priorities may help inform curriculum, processes, resource allocation, and other pedagogical measures at the collegiate level. It may be valuable for decision makers in academic realms to recognize how COVID related K-12 disruptions have continued to impact students in college.
Use of AI Disclaimer
no
Academic department under which the project should be listed
RCHSS – Psychological Science
Primary Investigator (PI) Name
Lauren Taglialatela
The Psychology of Student Success
Several recent events including the COVID-19 pandemic, proliferation of generative AI, and changes in K-12 policies and expectations have affected the high school experience and potentially have ripple effects as students transition into college. This study helps codify how contemporary students measure their own success in college in comparison to traditional measures of college success (e.g., GPA, RPG). Additionally, it examines the relations between students’ high school experience with AI use, non-zero grading policies, COVID-19 and academic success in college. Two-hundred-seven KSU undergraduates (GPA: M = 3.18, SD = .82) completed an online survey designed to evaluate factors that may be related to academic success. Students rated traditional measures of success (e.g., GPA and RPG) highly, but also rated other measures such as career preparation and balancing work, life, and school highly as well. This indicates that collegiate student priorities are evolving. A correlative analysis indicated that lower grades in high school due to COVID-19 are related to greater gaps in preparedness when students transition to college. Relatedly, as preparedness gaps increase, college GPA decreases. Taken together, these results indicate that the pandemic and subsequent disruptions in K-12 are still permeating into higher education. The study found no correlation between what students personally value as “success” and their actual GPA. AI use and non-zero grade policies did not significantly correlate with college preparedness. Contemporary college students measure “success” using a mix of traditional and non-traditional metrics. Understanding this evolving mix of priorities may help inform curriculum, processes, resource allocation, and other pedagogical measures at the collegiate level. It may be valuable for decision makers in academic realms to recognize how COVID related K-12 disruptions have continued to impact students in college.