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A self-regulation measure shows a significant direct effect on on-time graduation, emphasizing early PSF assessment and intervention during students’ academic progression.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/act-working-paper-2015-07-effects-of-psychosocial-characteristics-of-middle-school-students-on-high-school-grades-and-on-time-graduation/529286/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/act-working-paper-2015-07-effects-of-psychosocial-characteristics-of-middle-school-students-on-high-school-grades-and-on-time-graduation/529286.png","ImageObject",300,407,{"name":42,"@type":43},"Mary Man","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-12","2026-10-09",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main research focus of this working paper?","Question",{"text":62,"@type":63},"It studies how psychosocial factors from middle school relate to high school grades and on-time graduation, using a longitudinal design through completion.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What role does high school GPA play in the reported results?",{"text":67,"@type":63},"High school GPA mediates the effects of prior academic achievement, demographics, and most psychosocial factors on on-time graduation.",{"name":69,"@type":60,"acceptedAnswer":70},"Which psychosocial factor showed a direct effect on on-time graduation?",{"text":71,"@type":63},"A measure of self-regulation had a significant direct effect on on-time graduation.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},529286,1791667865,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":98},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","ACT WORKING PAPER 2015-07  \nEffects of Psychosocial Characteristics of Middle School Students on High School Grades and On-Time Graduation  \nJoann L. Moore, PhD Jason D. Way, PhD Alex Casillas, PhD Jeremy Burrus, PhD Jeff Allen, PhD  \nMaryAnn Hanson, PhD  \nJuly, 2015  \nThis form of the manuscript is under review at European Journal of Personality Assessment. It has not yet been accepted for publication.  \nACT Working Paper Series  \nACT working papers document preliminary research. The papers are intended to promote discussion and feedback before formal publication. The research does not necessarily reflect the views of ACT.  \nJoann Moore is a research scientist in Statistical and Applied Research specializing in prediction of secondary and postsecondary outcomes from academic and non-cognitive factors.  \nJason Way is a research psychologist in Career Transitions Research. He researches behavioral and psychosocial skills, including their relevance to important academic and work outcomes.  \nAlex Casillas is a senior research psychologist in Research for Assessment and Learning specializing in assessment design and behavioral predictors of performance and persistence.  \nJeremy Burrus is a principal research scientist in the Career Transitions Research department working on the assessment of noncognitive skills.  \nJeff Allen is a statistician in the Research division at ACT. He specializes in longitudinal research linking test scores to educational outcomes and student growth models.  \nMary Ann Hanson is director of Career Transitions Research. She is involved in research and development for a wide variety of career-and behavior-related solutions across education and work.  \nAbstract  \nResearch has shown that psychosocial factors (PSFs) have a positive impact on high school outcomes, including grades and persistence (e.g., Farrington et al., 2012) . However, few longitudinal studies have examined the nature of these relationships. We report on a longitudinal study of middle school students followed through high school completion. We found that highschool GPA mediates the effects of prior academic achievement, demographics, and most PSFson on-time high school graduation. A measure of self-regulation had a significant direct effect on on-time graduation. The results underscore the importance of PSFs in predicting academic outcomes, even after accounting for prior achievement and demographics. Implications of examining PSFs early in students’ academic progression are discussed.  \nEffects of psychosocial characteristics of middle school students on high school grades and on  \ntime graduation  \nAlthough the situation has improved in recent years, on-time high school graduation remains of major concern in the U.S., with over 20% of entering public high school students failing to earn a high school diploma in four years (Aud et al., 2013) . In some states and communities, these rates exceed 50% of all entering 9th grade students. In the discussion that follows, we use the term “dropout” to refer to the situation where a student’s enrollment in highschool is suspended before they earn a diploma. While on-time graduation is not the direct opposite of dropout, the two outcomes are closely related and the dropout literature is relevant for understanding on-time graduation.  \nOver the past decade, research has shown that measuring critical psychosocial factors (PSFs; e.g., motivation, social engagement, self-regulation) can increase schools’ abilities to identify and intervene with students at risk of dropout or delayed graduation (e.g., Farrington et al., 2012; Zins, Bloodworth, Weissberg, & Walberg, 2004) . As the dropout process begins well before students actually decide to leave high school (e.g., Rumberger & Lim, 2008), research into early indicators of dropout or delayed graduation is needed. Further, research should focus not only on academic indicators, but psychosocial indicators as well.  \nEarly Warning for Dropout  \nResearch has d","cbCaidiwPieNDsU8","https://ap.wps.com/l/cbCaidiwPieNDsU8","pdf",364564,24,"English","# Abstract\n# Introduction\n## On-time graduation and dropout context\n## Need for early indicators\n# Early Warning for Dropout\n# Psychosocial Factors (PSFs)\n# Related assessment approaches","[{\"question\":\"What is the main research focus of this working paper?\",\"answer\":\"It studies how psychosocial factors from middle school relate to high school grades and on-time graduation, using a longitudinal design through completion.\"},{\"question\":\"What role does high school GPA play in the reported results?\",\"answer\":\"High school GPA mediates the effects of prior academic achievement, demographics, and most psychosocial factors on on-time graduation.\"},{\"question\":\"Which psychosocial factor showed a direct effect on on-time graduation?\",\"answer\":\"A measure of self-regulation had a significant direct effect on on-time graduation.\"}]","ACT Working Paper 2015-07 - Effects of Psychosocial Characteristics of Middle School Students on High School Grades and On-Time Graduation | PDF",1791520853]