JoLIE 8/2015

Back to issue page







Azamat Akbarov

International Burch University, Bosnia and Herzegovina


Mahira Hadžimehmedagić

International Burch University, Bosnia and Herzegovina






College success is important to students because it proves that they are coping with the expectations to achieve desired learning goals and the goals related to their entire future life. According to all the above-mentioned aspects, this paper intends to demonstrate the importance of different personal factors such as self-valuation and self-esteem influencing students’ college success. Our findings revealed that the role of the university in improving students’ success is of great relevance, since the major factors of college success are of a personal and psychological nature and closely related to student and university. Therefore, universities should make efforts to set high standards and expectations and subsequently to support and hold students accountable for achieving them.


Key words: University success; Psychological Personal Factors; Learning strategies.





Alexander, P. A., & Murphy, P. K. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25(1), 3–53. DOI:


Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–149. DOI: 


Bandura, A. (1982). The assessment and predictive generality of self-precepts of efficacy. Journal of Behavior Therapy and Experimental Psychiatry, 13(3), 195–199. Retrieved from


Costa, P. T. Jr., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor (NEO-FFI): Inventory professional manual. Odessa: PAR.


Berrollo, A. (2005). Subjective well-being and student success among college students (Doctoral dissertation, Capella University, Minneapolis). Dissertation Abstracts International, 66, 2810.


Faulkner, G., & Reeves, C. (2009). Primary school student teachers’ physical self-perceptions and attitudes towards teaching physical education. Retrieved September 14, 2014, from


Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (10th anniversary edition). New York: Basic Books.


Higgins, D. M., Peterson, J. B., & Pihl, R. O. (2007). Prefrontal cognitive ability, intelligence, Big Five personality, and the prediction of advanced academic and workplace performance. Journal of Personality and Social Psychology, 93(2), 298−319. DOI:  


Iordachescu, G.-D. (2013). Socio-pedagogical Paradigm of Teachers’ Educational Autonomy Competence (EAC). Procedia - -Social and Behavioral Sciences, 76, 398402. DOI: 


Kaufman, J. C., Agars, D. M., & Lopez-Wagner, M., (2008). The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution. Learning and Individual Differences, 18(4), 492–496. DOI: 


Kim, E., Newton, F. B., Downey, R. G., & Benton, S. L. (2010). Personal factors impacting college student success: Constructing College Learning Effectiveness Inventory (CLEI). College Student Journal, 44(1), 112–125. Retrieved from


Khramtsova, I., Sarrino, D. A., Gordeeva, T., & Williams. (2007). Happiness, life satisfaction and depression in college students: Relations with student behaviours and attitudes. American Journal of Psychological Research, 3(1), 8–16. Retrieved from


Kuh, G. D. (1993). In their own words: What students learn outside the classroom. American Educational Research Journal, 30(2), 277–304. DOI:


Kuh, G. D., Kinzie, J., Cruce, T., Shoup, R., & Gonyea, R. M. (2007). Connecting the dots: Multi-faceted analysis of the relationships between student engagement results from the NSSE, and the institutional practices and conditions that foster student success. Revised final report for the Lumina Foundation for Education Grant #2518. Bloomington: Indiana University Centre for Postsecondary Research.


Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer Publishing Company.


Le, H., Casillas, A., Robbins, S. B., & Langley, R. (2005). Motivational and skills, social, and self-management predictors of college outcomes: Constructing the student readiness inventory. Educational and Psychological Measurement, 63(3), 482508. DOI:   


Leung, C.-H. (2011). Can co-curricular activities enhance the learning effectiveness of students? An application to the sub-degree students in Hong Kong. International Journal of Teaching and Learning in Higher Education, 23(3), 329–341. DOI: 


Lounsbury, J. W., Welsh, D. P., Gibson, L.W., & Sundstrom, E. (2005). Broad and narrow personality traits in relation to cognitive ability in adolescents. Personality and Individual Differences, 38, 1009–1019. DOI: 


Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46(2), 137–155. DOI:


Macan, T. H., Shahani, L., Dipboye, R. L., & Phillips, A. E (1990). College students' time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82, 760–768. DOI:


Newton, F. B., Kim, E., Wilcox, D., & Yeager, M. E. (2007). Administration and scoring manual for the College Learning Effectiveness Inventory (2007 ed.). Retrieved from


Noftle, E. E., & Robins, R.W. (2007). Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93(1), 116−130. DOI: 


Norvilitis, J. M., & Reid, H. M. (2012). Predictors of academic and social success and psychological well-being in college students. Education Research International Journal, 2012. DOI:


Olani, A. (2009): Predicting first year university students’ academic success. Electronic Journal of Research in Educational Psychology, 7(3), 10531072. DOI: 


Ortega, L. (2009). Understanding second language acquisition. London: Hodder Education.


Pocinho, M., Sousa, A., & Carvalho, R. G. (2014). Learning to write and get school success: A quasi-experimental study among 9th formers. Journal of Linguistic and Intercultural Education – JoLIE, 7, 119142. DOI: 


Russell, R. K., & Petrie, T. P. (1992). Academic adjustment of college students: Assessment and Counseling. In S. D. Brown & R. W. Lent (Eds.), Handbook of Counseling Psychology. New York: Wiley.


Ross, S. E., & Heckert, T. M. (1999). Sources of stress among college students. College Student Journal, 33(2), 312–317.


Salami, S. (2010). Emotional intelligence, self-efficacy, psychological well-being and students’ attitudes: Implications for quality education. European Journal of Educational Studies, 2(3), 247–257. Retrieved from


Salovey, P., & Mayer, J. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. DOI:


Schwarzer, R., & Fuchs, R. (2009). Self-efficacy and health behaviours. In M. Conner & P Norman (Eds.) Predicting health behaviour: Research and practice in social cognition models. Buckingham: Open University Press. Retrieved September 15, 2014 from


Șerbănescu, L., & Popescu, T. (2014). Motivation for the teaching career. Procedia Social and Behavioral Sciences, 127, 691695. DOI:


Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. DOI: 


Tinto, V., & Pusser, B. (2006). Moving from theory to action: Building a model of institutional action for student success. Retrieved from


Wright, J. J. (1967). Reported personal stress sources and adjustment of entering freshmen. Journal of Counselling Psychology, 14(4), 371–373. DOI:


Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress and academic success in college. Research in Higher Education, 46(6), 677–706. DOI: 


Weimer, M. (2009). Tips for Encouraging Student Participation in Classroom Discussions. Retrieved from  



How to cite this article: Akbarov, A., & Hadžimehmedagić, M. (2015). The influence of personal factors on students’ college success. Journal of Linguistic and Intercultural Education – JoLIE, 8, 720. DOI:



For details on subscription, go to: