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Educational and Psychological Measurement
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Affective and Cognitive Correlates of Classroom Achievement

Robert K. Gable

University of Connecticut

Arthur D. Roberts

University of Connecticut

Steven V. Owen

University of Connecticut

This study examined the relationship between cognitive and affective variables as predictors of classroom achievement. Final social studies grades were obtained and the Watson-Glaser Critical Thinking Appraisal, Cooperative English Test, JIM Scale, and Gable-Roberts Attitude Toward School Subjects measures were administered to 431 eleventh grade students. Correlational and multiple regression procedures were employed. Significant relationships (p < .01) were found for both the cognitive and affective variables when correlated with course grades. A measure of motivation toward education predicted grades nearly as accurately as any of the cognitive variables.

Educational and Psychological Measurement, Vol. 37, No. 4, 977-986 (1977)
DOI: 10.1177/001316447703700420
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Home page
 Educational and Psychological MeasurementHome page
J. D. Morris
The Predictive Accuracy of Full-Rank Variables Vs. Various Types of Factor Scores: Implications for Test Validation
Educational and Psychological Measurement, July 1, 1980; 40(2): 389 - 396.
[Abstract]