This article estimates the relationship between students’ psychosocial and academic outcomes during their first 3 years enrolled at public, 4-year institutions. Our sample comprises students from low-income backgrounds who applied for a competitive scholarship and enrolled at a 4-year public institution. We follow two cohorts of entering students throughout their first 3 years on campus. We observe their cumulative grade point average and persistence decisions each semester, and have annual measures of four psychosocial outcomes: mattering to campus, sense of belonging to campus, academic self-efficacy, and social self-efficacy. We find that psychosocial outcomes are moderately predictive of academic outcomes, with sense of belonging and academic self-efficacy emerging as most predictive of both cumulative grade point avaerage and persistence.

本文估计了学生就读于公立 4 年制机构的前 3 年中社会心理和学业成绩之间的关系。我们的样本包括来自低收入背景的学生，他们申请了竞争性奖学金并就读于 4 年制公共机构。我们在校园的前 3 年跟踪两批入学的学生。我们观察他们每学期累积的平均绩点和坚持的决定，并每年衡量四种心理社会结果：对校园的重要性、对校园的归属感、学业自我效能感和社会自我效能感。我们发现社会心理结果对学业成绩有适度的预测作用，归属感和学业自我效能感成为对累积平均绩点和持久性的最大预测。