The Effect of Self-Regulation on Academic Success Among College Students with Traumatic Life Events

Author

Samantha Long-Mitchell, The Pennsylvania State UniversityFollow
Aris Karagiorgakis, The Pennsylvania State UniversityFollow

Periodical Title

Modern Psychological Studies

Volume

26

Number

1

Department

Dept. of Psychology

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

The current study investigated the relationship between traumatic life events, academic performance, and self-regulation to predict why some students persevere in college. Students with more trauma were hypothesized to have lower GPAs, high self-regulators would have higher GPAs, and self-regulation would moderate the relationship between traumatic life events and GPA. There was no significant correlation between traumatic life events and GPA (N = 59). High self-regulators had marginally significant higher GPAs, but self-regulation was not found to moderate the relationship between traumatic life events and GPA. The implications of these findings advance our understanding of the critical variables that may help colleges better understand and identify reasons why some students drop out, whereas others are retained.

Keyword

college students; traumatic life events; self-regulation; academic persistence

Discipline

Psychology

Document Type

article

DCMI Type

Text

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by-nc-nd/4.0/

Recommended Citation

Long-Mitchell, Samantha and Karagiorgakis, Aris (2021) "The Effect of Self-Regulation on Academic Success Among College Students with Traumatic Life Events," Modern Psychological Studies: Vol. 26: No. 1, Article 6.
Available at: https://scholar.utc.edu/mps/vol26/iss1/6