Cognitive and motivational variables as predictors of academic performance among disadvantaged college students.

Abstract

The validity of selected cognitive and affective variables as predictors of academic success among disadvantaged minority college students was analyzed via multiple regression. Positive zero-order correlations with the criterion variable (grade point index after 1 year) were highest for reading, vocabulary, mathematics, intellectual achievement responsibility, and attitudes toward authority, with significant negative correlations for dogmatism, alienation, and internality-externality (selected items). Multiple regression analysis yielded an R of .62, accounting for approximately 40% of the variance in grades. The best combination of predictors was reading, attitude toward authority, internality-externality (selected items), and dogmatism, which together accounted for approximately 35% of the total variance.

The Relationship Between Students' Perceptions of the Teaching and Learning Process and Academic Performance in Science of Seventh and Eighth Graders Enrolled in Seventh-day Adventist Schools

“…In another study, Banks, McQuater, and Hubbard (1978) found that when students are Students' behaviors that have been noted to reflect students' attitudes toward science education are: (a) completing of assignments, (b) being encouraged by parents to succeed, (c) studying in a conducive environment, (d) being prepared by reading ahead, and (e) preparing well in advance for major tests (Fortier, Vallerand, & Guay, 1995;Good, 1983;Goodlad, 1998;Grolnick, Ryan, & Deci, 199 , 199 1, 1992;Rudner, 1999;Saskatchewan Educational Assessment and Evaluation Branch, 1993;Trachtman, 1975).…”

“…The following curriculum factors or academic tasks have been noted to affect students' perceptions towards science education: (a) examples given to explain difficult science concepts, (b) explanations given for incorrect answers when assignments are corrected by teachers, (c) amount of work given that students can handle, (d) laboratory exercises given to further explore science, (e) textbook easy to understand, (0 students able to concentrate in class, and (8) content presented in an understandable manner to students (Dweck, 1986;Pintrich & DeGroot, 1990;Ryan, Connell, & Deci, 1985;Saskatchewan Educational Assessment and Evaluation Branch, 1993;Schiefele, 1991;Singh et al, 2002;Trachtman, 1975;Von Secker & Lissitz, 1999;Wong & Csikszentmihalyi, 1991).…”

Locus of Control, Self-Esteem, and Field Independence as Predictors of School Achievement Among Anglo American and Mexican American Children

“…A positive relation with school achievement has been established for field independence (Kagan & Buriel, 1977;Kagan & Zahn, 1975;Kagan, Zahn, & Grealy, 1977; Canavan, Note 1), internal locus of control (Buck, 1970;Crandall, Kratovsky, & Crandall, 1965; McGhee & Crandall, 1968;Solomon, Houlihan, Busse, & Parelius, 1971;Trachtman, 1975), and high self-esteem (Lewis & Adant, 1975;Page, 1975;Primavera, Simon, & Primavera, 1974). Further, all three variables have been related to each other, although these relationships have not been entirely consistent.…”