Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to submit your manuscript to SPPS

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Applied Psychological Measurement
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Moss, C. J.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Academic Achievement and Individual in the Learning Processes of Basic Skills Students in the University

Carolyn J. Moss

Southern Illinois University at Carbondale

This study analyzed the relationship between the academic achievement and information-processing habits of basic skills students in the university. Academic achievement was measured by grade-point average (GPA) and American College Testing Program Assessment (ACT) scores. Information-processing habits were determined by the Inventory of Learning Processes (ILP). There was no significant difference in the ILP profiles of high- and low-achieving basic skills students, whether they were grouped by ACT or GPA. Study Methods was the only scale that showed a significant correlation with academic achievement —namely, a negative correlation with ACT. A path analysis indicated that the effect of Study Methods on GPA is indirect, as mediated by ACT. Since ACT assesses prior achievement (i.e., high-school performance), it appears that learning style has an effect prior to college entrance. Basic skills students with low ACT scores tend to substitute conventional study methods for deep elaborative processing, but these students are low achievers in college, as indicated by their GPA. A multivariate analysis of variance showed no significant sex or ethnic differences in information-processing habits. Evidently, a low achiever is a low achiever regardless of sex or ethnicity.

Applied Psychological Measurement, Vol. 6, No. 3, 291-296 (1982)
DOI: 10.1177/014662168200600306
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?