Abstract
This study explored the roles that knowledge, motivational variables, and approaches to study play in academic success. Multiple measures were taken from studies in a large college lecture class ( N = 104) on the following major classes of background variables: (a) general ability, (b) domain knowledge, and (c) self-efficacy. These were supplemented by (d) measures differentiating among the students′ study approaches and (e) a sample of notes students took during a class lecture and were then related to a measure of student achievement in the class. A path model was proposed and tested, providing a basis for beginning to understand how the approaches to study that students select may mediate between the knowledge they have, the beliefs they hold, and the achievement they finally realize.
Published Version
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