PhD Oral Exam - Maxine Profitt, Psychology

When studying for a doctoral degree (PhD), candidates submit a thesis that provides a critical review of the current state of knowledge of the thesis subject as well as the student’s own contributions to the subject. The distinguishing criterion of doctoral graduate research is a significant and original contribution to knowledge.

Once accepted, the candidate presents the thesis orally. This oral exam is open to the public.

Abstract

The studies discussed in this dissertation examine important cognitive and non-cognitive predictors of educational attainment at the collegiate level. While prior research has well-explored the relationship between cognitive abilities (such as processing speed, attention, and fluid intelligence) and academic success, most of these studies neglected the mechanisms that translate cognitive ability into educational outcomes. Moreover, it is unclear how contextual disruptions, such as the COVID-19 pandemic, impacted individual-level predictors, such as mental health and well-being, social networks, and SES, to influence academic outcomes. In the first study, I investigate the role of learning and decision strategies as well as the willingness to engage into effortful cognitive behavior (the “need for cognition”) as potential intermediaries between basic cognitive abilities and academic outcomes. Results revealed that while standard cognitive measures (e.g., processing speed, attention, fluid intelligence) did not directly predict academic outcomes, both the willingness to engage in cognitively effortful behavior i.e., the Need for Cognition (NFC) and the use of goal-directed learning strategies i.e., model-based decision-making were significant positive predictors of academic performance. Further analyses showed that basic cognitive abilities, particularly fluid intelligence and attention positively predicted both NFC and model-based learning strategies. This potentially suggests that basic cognitive abilities may facilitate the development of motivational and strategic traits that, in turn, are associated with better academic outcomes. These findings highlight the role of motivation and strategic learning engagement in academic success, even when basic cognitive abilities do not show direct associations with grades.

The second study complements the first by examining the broader socio-environmental challenges posed by the COVID-19 pandemic on Canadian university students, with a focus on understanding the impact of the pandemic on students’ mental health, social networks, SES, and educational attainment. The impact of the pandemic on university students was evaluated through the use of longitudinal data collected before and during the pandemic. Results revealed that while average academic performance, as measured by GPA, remained stable or slightly improved during the pandemic, students’ psychosocial well-being significantly deteriorated. Increased substance use, decreased social network size, and reduced well-being were observed following the pandemic’s onset. Although these psychosocial changes were not directly linked to changes in GPA longitudinally, cross-sectional analyses revealed that students who reported greater substance use during the pandemic exhibited poorer academic performance. Furthermore, students with pre-existing psychiatric conditions were more vulnerable to increases in substance use. These findings suggest that the pandemic may have disproportionately impacted students with pre-existing mental health vulnerabilities, highlighting the importance of addressing maladaptive coping strategies to support academic success during times of crisis.

In total, this dissertation seeks to advance our understanding of educational attainment by examining both individual-level traits and broader contextual influences. Although investigated in separate studies, this work collectively highlights the importance of considering both internal factors (e.g., cognitive abilities, motivation, learning strategies) and external environmental challenges (e.g., pandemic disruptions) in predicting academic success. By addressing these dimensions separately, this dissertation offers a more comprehensive perspective on the multifaceted predictors of educational achievement, informing both theoretical models and practical interventions aimed at optimizing educational outcomes for college students.