Assessing Academic Performance: Do Creators get a Failing Grade
Academic Level at Time of Presentation
Junior
Major
Biology Pre-Dental
Minor
Chemistry & Psychology
List all Project Mentors & Advisor(s)
Dr. St. Peters
Presentation Format
Oral Presentation
Abstract/Description
Academic performance is a multidimensional construct encompassing cognitive, motivational, and behavioral processes; however, it is frequently simplified using measures like GPA. While GPA is a standardized metric in determining academic performance, GPA does not fully consider the many components that define academic performance. As a result, many subjective academic performance scales have been developed to assess constructs such as self-efficacy, task performance, and perceived achievement. Despite the creation of perceived academic performance scales, there is large scale inconsistency in how academic performance is conceptualized. The present study examines nine academic performance-related scales using criteria adapted from Hinkin (1998). Evaluation criteria includes conceptual clarity, theoretical grounding, dimensionality, reliability, validity, and practicality. Upon analysis, the results demonstrate variability across the scales. Many scales demonstrate adequate reliability; however, they lack clear theoretical grounding and conceptual framework. These findings highlight the lack of standardization in measuring academic performance and raises further concern regarding interpretability and comparability of perceived academic performance scales. Future scales should focus on being strongly theoretically grounded and have strong psychometric development to improve consistency and scale content.
Spring Scholars Week 2026
Psychology: Completed Projects
Assessing Academic Performance: Do Creators get a Failing Grade
Academic performance is a multidimensional construct encompassing cognitive, motivational, and behavioral processes; however, it is frequently simplified using measures like GPA. While GPA is a standardized metric in determining academic performance, GPA does not fully consider the many components that define academic performance. As a result, many subjective academic performance scales have been developed to assess constructs such as self-efficacy, task performance, and perceived achievement. Despite the creation of perceived academic performance scales, there is large scale inconsistency in how academic performance is conceptualized. The present study examines nine academic performance-related scales using criteria adapted from Hinkin (1998). Evaluation criteria includes conceptual clarity, theoretical grounding, dimensionality, reliability, validity, and practicality. Upon analysis, the results demonstrate variability across the scales. Many scales demonstrate adequate reliability; however, they lack clear theoretical grounding and conceptual framework. These findings highlight the lack of standardization in measuring academic performance and raises further concern regarding interpretability and comparability of perceived academic performance scales. Future scales should focus on being strongly theoretically grounded and have strong psychometric development to improve consistency and scale content.