Affective and Conative Factors as Aptitude Resources in High School Science Achievement

  • Kupermintz H
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This article examines the role of affect and conation in high school students' science test performance. It provides a profile of partial correlations of standardized multiple-choice and constructed response test scores with affect and conation scores (after accounting for general ability and student background) at 3 distinct levels of generality: domain-specific, task-general, and situation-specific. Results show differential patterns of correlations, varying with level of generality of affective and conative constructs, and with different aspects of science achievement represented by the dimensions of basic knowledge and reasoning, quantitative science reasoning, and spatial-mechanical reasoning. The discussion invokes several theoretical frameworks to interpret these results. The article concludes by stressing the need for empirical and theoretical integration in the study of academic task performance. [ABSTRACT FROM AUTHOR] Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Author-supplied keywords

  • AFFECT (Psychology)
  • SCIENCE -- Study & teaching
  • WILL

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  • Haggai Kupermintz

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