The Direct and Indirect Contributions of a Series of Intellective and Non-Intellective Student Attributes to the Prediction of High School and College Achievement: a Path Analytic Model

Abstract

A path analytic model is hypothesized and tested to explain the effect of a series of intellective and non-intellective student attributes on high school achievement and college achievement. Path coefficients were calculated to determine the extent to which these predictors directly affect college performance and the extent to which their effect is mediated by previous high school achievement. Patterns of predictability for male and female students are compared.