Donnerstag, 26. September 2019, 11:15 - 12:45 iCal

Einladung zum Gastvortrag

Predicting Academic Achievement:

Challenges and Directions for Future Research


Prof. Dr. Ricarda Steinmayr

Technische Universität Dortmund


Hörsaal G
Liebiggasse 5, linke Stiege, 1010 Wien


Students' academic achievement has critical implications for their educational and career trajectories. Furthermore, achievement indicators are routinely used for selection purposes (e.g., college admissions and academic tracking), for evaluation purposes (e.g., assessment of educational effectiveness), and for analyses of achievement-related inequality across gender, ethnicity, and social class. Understanding what factors predict students' academic achievement is therefore an important goal for educational and psychological research. Seminal reviews of available evidence (e.g. Hattie, 2009) identify a comprehensive list of such factors, including teacher-, family-, peer- and student-related aspects. The majority of research has concentrated on the relation between one factor and academic achievement. Thus, there is no scarcity of pertinent research. However, given the complexity of academic achievement, educational research must go beyond analyses of bivariate associations; a number of individual and contextual factors, as well as their interrelations must be taken into account in the prediction of achievement, as proposed in such influential theoretical models as Eccles and colleagues' expectancy-value theory (Eccles & Wigfield, 2002), Walberg's (1982) educational productivity model, and the model of students’ academic attainment developed for the Programme for International Student Assessment (Baumert et al., 2001). Furthermore, it is necessary to take a closer look at the operationalization of both academic achievement (e.g., grades, standardized academic achievement tests, level of education) and its proposed antecedents, because the prediction of achievement can vary greatly as a function of which indicators are used to capture intra- and interindividual differences in scholastic ability. Last but not least, potential moderators such as age, academic stage, and different academic domains must be considered in order to contribute to a better understanding of factors that potentially shape student achievement across different contexts. The presentation will focus on a multivariate approach to the prediction of academic achievement, on methodological challenges associated with the conceptualization and operationalization of achievement, and will outline a number of open questions regarding the prediction of academic achievement across different settings and populations.


Fakultät für Psychologie


Ass.Prof. Dr. Giorgia Silani
Institut für Angewandte Psychologie: Gesundheit, Entwicklung und Förderung
AB Klinische Psychologie des Erwachsenenalters