This study was concerned with the degree of relationship
between academic achievement, as assessed
by college grade-point average, and information-processing habits relevant to learning, as assessed
by the scales of the Inventory of Learning
Processes (ILP). The ILP scales of
Fact Retention, and Elaborative Processing
were significantly related to GPA and scores on the
American College Testing (ACT) Program Assessment.
Thus, the successful student seems to process
information in depth and encode it elaboratively,
while simultaneously retaining the details of the
original information. Unexpectedly, the Study
Methods scale demonstrated a small but significant
negative relationship with ACT scores. A path
analysis suggested that the effects which Fact Retention
and Elaborative Processing have upon GPA
are mainly direct, while the effect of Synthesis-Analysis is mostly interpreted by ACT.
Schmeck, Ronald R & Grove, Eddie. (1979). Academic achievement and individual differences in learning processes. Applied Psychological Measurement, 3, 43-49. doi:10.1177/014662167900300106
Schmeck, Ronald R.; Echternacht, Gary J..
Academic achievement and individual differences in learning processes.
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