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The Relationship of Conscientiousness to Metacognitive Study Strategy Use by Developmental Students.
Peer reviewedBrothen, Tomas; Wambach, Cathrine – Research and Teaching in Developmental Education, 2001
Argues that many developmental students succeed in college regardless of their basic academic ability and high school records. Presents data that suggest that, as a predictor of academic success over time, conscientiousness combined with metacognitive study skills is superior to ACT test performance. Suggests that proper developmental learning…
Descriptors: Academic Achievement, Cognitive Processes, Community Colleges, Compensatory Education
