Self-Concept of Academic Ability, Self-Assessment of Memory Ability, Academic Aptitude, and Study Activities as Predictors of College Course Achievement.

Table of Contents

• Self-Concept of Academic Ability Self-Assessment of 2
• Memory Ability Academic Aptitude and Stephen C. Wilhite 2
• Course Achievement Widener University 2
• Objectives and Perspectives 2
• West Laboratory e.g. Thomas lventosch Rohwer 1987. In one study attempts at learning. They found that the best single predictor of achievement in 2
• T SAS subscales were significant predictors of college course achievement. 2
• Method 2
• Subjects. A total of 196 college students enrolled in an introductory 2
• Materials and Procedure. Subjects participated in the one-hour session in groups ranging in size from three to 35 during weeks 9-11 of a 13-week academic 2
• Predictors of Course Achievement 2 3
• Survey SAS Form T developed by the Autonomous Learning Project e.g. gist of what someone said to zip codes. 3
• Table 1 shows the correlations between the variables measured in the were the scores on the 12 activity subscales from the SAS listed in Table 1 and basis for arriving at a total study time estimate. 3
• Implications and Conclusions 3
• Predictors of Course Achievement 3 4
• Wilhite 1990 found locus of control to be a predictor of course achievement independent of the contribution of the SCAAT measure but the present study did 4
• Predictors of Course Achievement 4 5
• Christopoulos J.P.. Rohwer W.D. Jr. Thomas J.W. 1987. Grade Level 5
• Herrmann D.J. 1984. Questionnaires about memory. In J.E. Harris P.E. 5
• Morris Eds. Everyday memory. actions and absent-mindedness pp. 5
• 133-151. London Academic Press. 5
• Martin M. 1983. Cognitive failure Everyday and laboratory performance. 5
• Thomas J.W. Iventosch L. Rohwer W.D. Jr. 1987. Relationships among 5
• Wilhite S.C. 1990. Self-efficacy locus of control self-assessment of memory 5
• Wilson M. Bol L Warkentin R. 1991 April. The relationship between high- 5
• .26 6
• .28 6