NotesFAQContact Us
Search Tips
ERIC Number: ED350308
Record Type: Non-Journal
Publication Date: 1992
Pages: 7
Abstractor: N/A
Reference Count: N/A
Self-Concept of Academic Ability, Self-Assessment of Memory Ability, Academic Aptitude, and Study Activities as Predictors of College Course Achievement.
Wilhite, Stephen C.
Positive relationships between student study behaviors and academic achievement were examined in this extension of a large-scale Far West Laboratory project. Participants were 196 college students drawn from 28 sections of an introductory psychology course over a 4-semester period, involving 12 instructors. Subjects' activities and allocation of study time in preparing for a recent test were assessed using the Study Activity Survey (SAS), Form T. Self-efficacy was assessed with an abbreviated form of the Self-Concept of Academic Ability Test (SCAAT). The Concept Mastery Test measured academic aptitude, and the Adult Nowicki-Strickland Internal External Control Scale determined locus of control. The 37-item Everyday Memory Questionnaire (EMQ) determined subjects' views of their own memories on a 5-point scale. Scores on the SCAAT, the Self-Evaluation of Cognitive Ability subscale of the SAS, the EMQ, and the Concept Mastery Test all accounted for significant shares of achievement variance, with SCAAT scores being the best single predictor of students' course achievement. The more positive the student's self-concept of academic ability, the more positive the student's evaluation of cognitive ability, the more negative the student's self-assessment of memory, and the higher the student scored on the Concept Mastery Test, the better the student did in the course. Two tables present study data. (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A