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All Journal International Journal of Marketing and Human Resource Research
Recky Recky
Univeritas Indonesia Membangun
Economics, Econometrics & Finance Social Sciences

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The Role of Cognitive Potential in Predicting First-Semester GPA of KIP-Kuliah Scholarship Recipients Prinska Damara Sastri; Recky Recky; Rifqi Farisan Akbar
International Journal of Marketing & Human Resource Research Vol. 7 No. 2 (2026): International Journal of Marketing & Human Resourches Research
Publisher : Training & Research Institute - Jeramba Ilmu Sukses

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijmhrr.v7i2.3446

Abstract

This study aims to investigate the influence of cognitive potential, measured via the Wonderlic Personnel Test (WPT), on the first-semester Grade Point Average (GPA) of KIP-Kuliah scholarship recipients (Class of 2025) at Universitas Indonesia Membangun (INABA). Using a saturated sampling technique, 94 participants were involved, predominantly female, aged 19, from the Communication Science program, with average IQ scores categorized as "Low Average" (80-90). Data were analyzed using simple linear regression, supported by classical assumption tests including normality, multicollinearity, and autocorrelation. The findings reveal a significant influence of cognitive potential on GPA (p < .05). Notably, the coefficient of determination (R² = .983) indicated that cognitive potential accounts for 98.3% of the variance in academic performance, with only 1.7% attributable to external factors. However, the regression coefficient (B = -2.185) indicated a significant negative direction, suggesting that higher cognitive scores within this specific group did not correspond to higher academic achievement during the first-semester transition. This phenomenon highlights a critical gap in academic adaptation, wherein students with "Low Average" cognitive profiles may struggle with the heightened analytical demands of higher education in the absence of adequate self-regulated learning strategies. These results underscore the need for institutional interventions, such as specialized academic mentoring, to support scholarship recipients in maintaining their academic eligibility.
Co-Authors Prinska Damara Sastri Rifqi Farisan Akbar