ERIC Number: ED124043
Record Type: RIE
Publication Date: 1976
Reference Count: 0
The Prediction of Achievement and Time Spent in Instruction in a Self-Paced Individualized Course.
Franklin, Thomas E.
Multiple linear regressions were employed to determine the relative contributions of cognitive and affective variables accounting for variance in college students' achievement and amount of time taken to complete a self-paced, individualized course. Study habits and attitudes (SSHA) made greater relative contributions to explaining total course achievement than cognitive variables. Cognitive variables (GPA and ACT) accounted for achievement variance under criterion-referenced conditions, and affective variables (SSHA and 16PF) accounted for achievement variance under norm-referenced conditions within the course. Time, which was inversely related to achievement, was explained best by college GPA and personality variables. Cross-validation of predictive equations for achievement and time in a subsequent sample was unsuccessful. (Author)
Descriptors: Academic Achievement, Cognitive Measurement, Criterion Referenced Tests, Higher Education, Independent Study, Individualized Instruction, Predictor Variables, Statistical Analysis, Statistical Data, Study Habits, Time Factors (Learning)
Education and Psychology Department, University of Wisconsin-Stout, Menomonie, Wisconsin 54751
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A