Non-cognitive predictors of academic success: a self-determination and mental toughness perspective

Associates and predictors of academic success have dominated educational enquiry, often investigating final grade outcomes. The current study aimed to investigate the prediction of grades and academic self-concept (ASC) using non-cognitive variables often associated with university performance. 135 participants completed questionnaires for Mental Toughness (MT), Self-Determination (SD) and ASC alongside providing year one and two grades of undergraduate study. A 1x3 independent ANOVA was used to investigate developments of ASC, MT and SD across the degree, with multiple regression analyses used to predict grades and ASC. T-tests were used to investigate grade differences, alongside gender differences in all variables. While some MT and SD aspects did predict outcomes, ASC was unexpectedly influential when predicting grades. ASC increased significantly across the degree period, while grades, MT, and SDT did not. No MT or SD advantage or gender differences were found. Recommendation for further research into ASC prediction of grade outcome was made