Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance

Abstract

The current work draws upon the theoretical framework of deliberate practice in order to clarify why the amount of study by college students is a poor predictor of academic performance. A model was proposed where performance in college, both cumulatively and for a current semester, was jointly determined by previous knowledge and skills as well as factors indicating quality (e.g., study environment) and quantity of study. The findings support the proposed model and indicate that the amount of study only emerged as a significant predictor of cumulative GPA when the quality of study and previously attained performance were taken into consideration. The findings are discussed in terms of the insights provided by applying the framework of deliberate practice to academic performance in a university setting.