Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Educational and 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 Burke, M. 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?

A Path Analytic Model of the Direct and Indirect Effects of Mathematical Aptitude and Academic Orientation on High School and College Performance

Michael J. Burke

Illinois Institute of Technology

A path analytic model was proposed to examine the direct and indirect effects of mathematical aptitude and academic orientation on the high school and college performance of 339 male and 75 female college students. Scores on the Academic Orientation Scale of the Strong Campbell Interest Inventory were used as an indicator of academic orientation, whereas scores on the Mathematics Placement Test (Part B) were employed as the definition of mathematical aptitude. The calculated path coefficients did not strongly support the model and indicated that mathematical aptitude exerted most of its effect on college performance directly, whereas the effect of academic orientation on college performance was mediated by high school performance and mathematical aptitude. Both high school performance and mathematical aptitude revealed significant (p < .01) direct effects on college performance. In addition, mathematical aptitude and academic orientation had significant (p < .05) direct effects on high school performance.

Educational and Psychological Measurement, Vol. 42, No. 2, 545-550 (1982)
DOI: 10.1177/001316448204200217
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?