The study examined the incremental validity of thinking styles in predicting academic achievement after controlling for personality and achievement motivation in the hypermedia-based learning environment. Seventy-two Chinese college students from Shanghai, the People's Republic of China, took part in this instructional experiment. The…

Learning processes, as measured by the Approaches to Studying Inventory, contributed to the prediction of freshman grades of 181 Australians. Other measures, such as college entrance examinations, locus of control, and student background characteristics, had less predictive ability. (GDC)

Data from surveys of university students that utilized the Approaches to Studying inventory were analyzed to test the hypothesis that a curvilinear relationship exists between learning strategies and academic grades. However, none of the non-linear regression models investigated improved significantly on the explanatory power provided by the…

Studied the relationship between student approaches to learning and stages of cognitive development, also considering the validity of the theory of development of W. Perry (1970). Results for 67 U.S. and 193 Mainland Chinese students suggest a relationship between cognitive development and student learning approaches with different patterns for…

Investigations of the Inventory of Learning Processes (ILP) with college freshmen revealed satisfactory internal consistency coefficients for two of the four ILP scales but cast doubt on the factor structure of the inventory. As predictors of grade point average of Australian students, the scales were successful. (Author/GK)

Subsequent academic performances of students admitted to the University of New England on the basis of a Principals' Report during 1972 and 1973 are examined. The validity of the Principals' Report as a method assessing suitability for early admission is upheld. (LBH)

An investigation of study habits of 540 Australian college sophomores casts doubt on the validity of one model and suggests some adjustments in it. The relationship of study habits to subject area, age, and sex, and the model's usefulness in predicting academic achievement are examined. (MSE)