A Multi-Factor Model of Student Achievement: Examining the Interplay of Cognitive and Non-Cognitive Factors in Higher Education

Abstract

This study examines the determinants of student achievement in a  required undergraduate finance course at a mid-sized private  university. Drawing on 500 observations, the analysis integrates  cognitive (intelligence) and non-cognitive (effort, motivation, interest,  support, and mentoring) factors within a single framework. The study  addresses a gap in the literature by testing multiple predictors  simultaneously and demonstrating that certain interactions— particularly between GPA and mentorship—yield especially substantial  gains in performance. The findings underscore the importance of  holistic interventions that target both cognitive and non-cognitive  dimensions of student success.