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

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.