Learning Processes and Academic Achievement of United Arab Emirates College Students

Abstract

The purpose of the present investigation was to examine the relationships between scores on the learning processes assessed by the Inventory of Learning Processes and academic achievement assessed by high school average (HSA) and grade point average (GPA) for 124 undergraduate college students. Multivariate analysis of variance indicated that students with high HSAs tended to score higher on Deep Processing and Fact Retention scales than students with low HSAs. Students with high GPAs appeared to score higher on both Deep Processing and Elaborative Processing scales than students with low GPAs. Subsequent path analysis suggested that both Deep Processing and Elaborative Processing scales have direct associations with GPA.