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<p>We explored the predictive validity of a psychometric life history measure (i.e., the <i>K</i>-factor, as measured by the Mini-K scale; Figueredo et al., 2006) for academic performance, as measured by grade point averages (GPA), before and after controlling for SAT scores (including SAT total scores and math-verbal ability tilt), “Big Five” personality domains (including aggregating the domains into a general factor of personality, and a novel stability-plasticity tilt measure of personality), and parent education levels. Data were collected from <i>n</i> = 272 university students. Our findings indicate that high <i>K</i>-factor scores are positively related to GPA, before and after controlling for theoretically related variables. These results are relevant to the growing field of applied evolutionary psychology, as they are consistent with the possibility that psychometric life history components may be important non-cognitive predictors of academic success, and could assist in identifying students who may benefit from additional mentoring opportunities and social support to achieve better academic outcomes.</p>

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The K-factor Predicts University Academic Performance

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月12日

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  • Tyler L. Minnigh,
  • Michael A. Woodley of Menie,
  • Stephanie M. Witherell,
  • Thomas R. Coyle

摘要

We explored the predictive validity of a psychometric life history measure (i.e., the K-factor, as measured by the Mini-K scale; Figueredo et al., 2006) for academic performance, as measured by grade point averages (GPA), before and after controlling for SAT scores (including SAT total scores and math-verbal ability tilt), “Big Five” personality domains (including aggregating the domains into a general factor of personality, and a novel stability-plasticity tilt measure of personality), and parent education levels. Data were collected from n = 272 university students. Our findings indicate that high K-factor scores are positively related to GPA, before and after controlling for theoretically related variables. These results are relevant to the growing field of applied evolutionary psychology, as they are consistent with the possibility that psychometric life history components may be important non-cognitive predictors of academic success, and could assist in identifying students who may benefit from additional mentoring opportunities and social support to achieve better academic outcomes.