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

Abstract

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.