NotesFAQContact Us
Search Tips
ERIC Number: ED470292
Record Type: Non-Journal
Publication Date: 2002-Jul
Pages: 24
Abstractor: N/A
Reference Count: N/A
Another Look at Cognitive Abilities and Motivational Processes in Science Achievement: A Multidimensional Approach to Achievement Validation. CSE Technical Report.
Kupermintz, Haggai; Roeser, Robert
This study examined the role of affect and conation in high school students science test performance, using a sample of 491 students. It provides a profile of partial corrections of standardized multiple-choice and constructed response test scores with affect and conation scores (after accounting for general ability and student background) at three distinct levels of generality: domain-specific, task-specific, and situation-specific. Results show differential patterns of correlations, varying with level of generality of affective and conative constructs, and with different aspects of science achievement represented by the dimensions of basic knowledge and reasoning, quantitative science reasoning, and spatial-mechanical reasoning. The discussion invokes several theoretical frameworks to interpret these results. The report concludes by stressing the need for empirical and theoretical integration in the study of noncognitive elements in academic task performance. (Contains 7 figures, 1 table, and 27 references.) (Author/SLD)
UCLA/Center for the Study of Evaluation, 301 GSE&IS, Box 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532. For full text:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; National Science Foundation, Arlington, VA.
Authoring Institution: Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.