Do psychosocial and study skill factors predict college outcomes? Comment on Robbins et al. (2004).

Evidence is cited in support of the claim that the results of the meta-analyses conducted by S. B. Robbins et al.

The incremental variance problem: enhancing the predictability of academic success in an urban, commuter institution.

The authors identified variables that enhance the predictability of academic performance and retention in an urban, commuter college. They used a longitudinal design with 2 waves of data collection: prior to 1st-semester attendance and again 6 semesters later. The results support the following conclusions: (a) After controlling for precollege indices of academic ability, specific variables within demographic, personal behavior, expectations, and attitudinal domains improved the predictability of grade point average by 15.