The relation of cognitive and affective measures to achievement during an instructional sequence

✍ Scribed by Robert B. Burns; Joan K. Gallini

• Publisher: Springer Netherlands
• Year: 1983
• Tongue: English
• Weight: 1024 KB
• Volume: 12
• Category: Article
• ISSN: 0020-4277
• DOI: 10.1007/bf00122452

✦ Synopsis

The major purpose of this study was to examine the stability of both cognitive and affective "aptitudes" as they relate to learning during an instructional sequence. One hundred and eleven (111) seventh-grade students learned a series of language arts concepts over a five week period. During this period, three achievement measures were administered. Prior to the instruction, a number of measures reflecting the GcGfGv and AiAxAc aptitude complexes suggested by Snow (1976) were administered. Path analyses of the aptitude-achievement relations suggested that some aptitudes relate differentially to achievement during the learning process, with the affective aptitudes demonstrating more instability than the cognitive aptitudes. It is argued that ability requirements research will need to take into account the temporal ordering of aptitude-achievement relations if it is to provide an accurate picture of the learning process as it unfolds. And it is suggested that the results of ability requirements research may provide useful empirical descriptions of instructional treatments.

A version of this paper was presented at the Annual Meeting of the American Educational Research Association, Los Angeles, April, 1981 under the title "A path-analytic study of aptitude learning relations over time.