Abstract

The intent of this study is to examine the predictive power of cognitive strategies, study habits, and abstract reasoning on college student academic performance. A descriptive and correlational study was conducted with a non-probabilistic sample, based on convenience, among 130 freshman year students working towards their Bachelor of Arts Degree in Business and Accounting The students completed a socio-demographic survey custom designed for this purpose as well as the following questionnaires: The Inventory of Learning Strategies and Study Habits (version adapted for Argentina) by Strucchi (1991) and the Dat 5 Abstract Reasoning Test by Bennett, Seashore and Wesman (1972). Based on the results, the following subscales are able to significantly predict the academic performance of a student. These subscales include: Motivation for Specific Tasks and Anxiety in the former questionnaire and the Abstract Reasoning Test in the latter one. This study contributes to academic performance research by helping to garner knowledge on factors that impact said performance.

Keywords Academic Performance; Learning Strategies; Learning Habits; Higher Education; Abstract Reasoning