ERIC Number: ED124644
Record Type: RIE
Publication Date: 1975
Reference Count: N/A
Concurrent Validity of Hill's Educational Cognitive Style Model as a Prototype for Successful Academic Programs Among Lower-Class Students.
London, David T.
Data from the stepwise multiple regression of four educational cognitive style predictor sets on each of six academic competence criteria were used to define the concurrent validity of Hill's educational cognitive style model. The purpose was to determine how appropriate it may be to use this model as a prototype for successful academic programs among lower class students. This investigation was prompted by widespread demands for innovative approaches to the education of lower class students and by the absence of adequate validation data concerning this model. Tests were administered to 120 lower class high school graduates to produce scores for 25 educational cognitive style predictors and 6 academic competence criteria. Subjects were assigned randomly either to an experimental or a cross-validation group. Factor analysis, and later rational empirical standards were then used to identify the educational cognitive style variables with the best potential to maximally predict each criterion. It was concluded that generally, while no conclusive statements may be made about the validity and success potential of Hill's model, there is a strong likelihood that Hill's ambitious goal of boosting the success level of lower class students may be attained by instituting certain fundamental structural and psychometric modifications within the model. (Author/JM)
Descriptors: Academic Achievement, Cognitive Processes, Cognitive Tests, College Freshmen, Communication Skills, Doctoral Dissertations, Evaluation, Grade Point Average, High School Graduates, Lower Class, Models, Social Differences, Statistical Analysis, Student Attitudes, Validity
Xerox University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106, (Order No. 76-1363; Microfilm $7.50; Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A