Prediction of college grades in the sample of Norwegian students

Abstract

[EN] In the present study we examine the relative impact of individual variables (school attendance, student learning efficacy, and behavioural intentions) and learning environment (LE; perceived justice, social identification, learning context, and organizational citizenship behaviour) on student grades. Participants comprised 201 students enrolled in a mid-size university in Norway. The individual predictors explained 30% of the variance in actual grades, with self-efficacy beliefs, non-mandatory school attendance, intentions to get a specific grade, and intentions to quit studying as significant predictors. The LE variables explained zero % (0%) of the variance in actual grades. None of the included LE variables emerged as significant in the final step of the regression analysis. The central point in the discussion is dedicated to the somewhat surprising finding that none of the LE variables contributed to explained variance in actual grades.