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.
Moss, Carolyn J. (1982). Academic achievement and individual differences in the learning processes of basic skills students in the university. Applied Psychological Measurement, 6, 291-296. doi:10.1177/014662168200600306
Moss, Carolyn J..
Academic achievement and individual differences in the learning processes of basic skills students in the university.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.