Structure Building Predicts Grades in College Psychology and Biology

Autor/inn/en	Arnold, Kathleen M.; Daniel, David B.; Jensen, Jamie L.; McDaniel, Mark A.; Marsh, Elizabeth J.
Titel	Structure Building Predicts Grades in College Psychology and Biology
Quelle	30 (2016) 3, S.454-459 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/acp.3226
Schlagwörter	Undergraduate Students; Introductory Courses; Psychology; Biology; Predictor Variables; Grades (Scholastic); Academic Achievement; At Risk Students; Knowledge Representation; Individual Differences; Cognitive Processes; Success; Grade Point Average; College Entrance Examinations; Scores; Knowledge Level; Measures (Individuals); Standardized Tests; Aptitude Tests; Prior Learning; Regression (Statistics); Utah; Virginia; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Einführungskurs; Psychologie; Biologie; Prädiktor; Notenspiegel; Schulleistung; Wissensrepräsentation; Individueller Unterschied; Cognitive process; Kognitiver Prozess; Erfolg; Aufnahmeprüfung; Wissensbasis; Messdaten; Standadised tests; Standardisierter Test; Aptitude test; Eignungsprüfung; Eignungstest; Vorkenntnisse; Regression; Regressionsanalyse
Abstract	Knowing what skills underlie college success can allow students, teachers, and universities to identify and to help at-risk students. One skill that may underlie success across a variety of subject areas is structure building, the ability to create mental representations of narratives (Gernsbacher, Varner, & Faust, 1990). We tested if individual differences in structure-building ability predicted success in two college classes: introductory to psychology and introductory biology. In both cases, structure building predicted success. This effect was robust, with structure building explaining variance in course grades even after accounting for high school GPA and SAT scores (in the psychology course) or a measure of domain knowledge (in the biology course). The results support the claim that structure building is an important individual difference, one that is associated with learning in different domains. [This article was published in "Applied Cognitive Psychology," v30 n3 p454-459 May-Jun 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01