College students' intuitive judgments about covariations between height, weight, and body fat were assessed in three experiments using responses to a series of propositional statements as the dependent variable. In Exp. 1, judgments were rendered without explicit exposure to a prior database. In Exps. 2 and 3, however, databases were studied prior to these judgments. Remarkable consistencies in judgments of weight and body fat, height and weight as well as of height and body fat were obtained across experiments. At best, there was little evidence that the databases influenced the judged covariations among these variables. Whereas judgments about weight and body fat were unambiguous and consistent with the actual positive correlation between weight and body fat, judgments about height and weight as well as height and body fat were less clearcut. What was clear, however, was that these judgments were highly similar. Implications of these findings from previous research that suggest that presence of a perceived negative correlation between height and body fat are discussed.
Summ~y.-This study investigated the relationships between study skills. self-concept, and academic achievement and whether the self-report measures contributed to the prediction of grade-point average for 110 university students. Analysis showed that study skills, self-concepts, and academic achievement correlated significantly with each other; rs ranged from .03 to .52. In addition to the total study skills score, two measures of study skills (oral reporting and interpersonal relations) and one measure of self-concept (personal self) contributed to the prediction of grade-point average.
In a complete between-subjects design, 576 respondents judged covariations of problems framed around height, weight, and body fat. A verbal measure was used, consisting of propositional statements representing relationships between two of the variables, as well as two types of response options: true or false, and a 7-point, bipolar, Likert-type scale. Consistent with previous findings, weight and body fat were unambiguously judged as if positively correlated; there were indications of a perceived negative correlation of height and body fat; and there was no evidence that participants regarded height and weight as positively correlated. Furthermore, there was no reliable evidence in support of framing effects. However, there were indications of influence for conditional format. These findings are discussed relative to previous and ongoing research efforts, and it is concluded that it may be inappropriate to regard variations in conditional format as parallel items. Measures involving all possible variations are considered fundamentally unbiased and consistent with I. Ajzen's (1988) principle of aggregation.
Correlations between selected scales of the Tennessee Self-concept Scales, Levenson's Internal, Powerful Others and Chance Locus of Control Scales, and GPA were explored for 129 university students. Significant positive correlations were obtained between the Internal Scale and most self-concept scores and significant negative correlations between Powerful Others and Chance Scales and most self-concept scores, respectively. GPA correlated significantly with self-satisfaction scores but not with locus of control scores. When men were considered separately, significant negative correlations were found between most self-concept scores and scores on the Powerful Others and Chance Scales. This was not the case for women.
Correlations between scores on the Deep Processing Scale of the Inventory of Learning Processes, the CAI Study Skills Test scales and academic achievement as GPA were assessed. Also, differences between deep and shallow processors on study skills were examined for 132 undergraduates from psychology classes. Knowledge of certain study skills is related to a student's facility in deep processing, while knowledge of other study-skills strategies is largely unrelated to deep or shallow processing styles of learning. Deep and shallow processors did not differ significantly on study skills, although mean scores for deep processors were consistently higher.
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