New York College Learning Skills Association

RTDE Issue Contents

Research and Teaching
in Developmental Education

Volume 18, Issue 1, Fall 2001

The Relationship of Conscientiousness to Metacognitive Study Strategy Use By Developmental Students
By Thomas Brothen and Cathrine Wambach, General College, University of Minnesota

Abstract

Many developmental students succeed in college despite what their high school records might predict. Research on non-cognitive variables suggests that students who describe themselves as high on measures of the conscientiousness personality factor might be more successful in college. This study explored the possibility that conscientious students may be more successful, regardless of their basic academic ability. The data from a study in a computer-assisted, mastery learning, general psychology course suggests that conscientiousness and its attendant metacognitive abilities may be importantly related to successful academic behaviors. These results are discussed in the context of creating academic development programs that foster conscientiousness to help students increase their academic potential.