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Cognitive and Affective Processes Related to School Achievement: Implications for Assessment.

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Title: Cognitive and Affective Processes Related to School Achievement: Implications for Assessment.
Language: English
Authors: Shaha, Steven H., Wittrock, Merlin C., California Univ., Los Angeles. Center for the Study of Evaluation.
Peer Reviewed: N
Page Count: 66
Publication Date: 1983
Sponsoring Agency: National Inst. of Education (ED), Washington, DC.
Report Number: CSE-R-195
Document Type: Reports - Descriptive
Information Analyses
Descriptors: Academic Achievement, Achievement Tests, Affective Measures, Affective Objectives, Attention, Cognitive Measurement, Cognitive Processes, Cognitive Style, Comprehension, Educational Diagnosis, Intelligence Tests, Predictive Measurement, Self Concept, Student Attitudes, Student Motivation, Test Anxiety
Geographic Terms: U.S.; California
Abstract: During the last two decades of work in predicting and explaining school achievement, much research has emphasized the identification and measurement of student cognitive and affective processes which predict and also promise to help explain and facilitate school achievement. This review focuses on modifiable cognitive and affective processes, as different from aptitude and ability. The results summarized represent but do not exhaust the findings of recent research relevant to school achievement. Findings on cognitive processes concern generative comprehension processes, imagery, attention and cognitive style. Affective processes include motivation, self-concept, test anxiety, and attitude. The purpose of this review is not simply to caution or advise test development institutions, but to communicate ideas to test users as well. The contention is that intelligence measures yield data concerning momentary states of knowledge or ability. These static descriptions are interpreted as descriptions of student potential. Yet the evidence in this review shows that the affective and cognitive processes underlying intelligence scores are dynamic in nature, and they can be taught and improved. To predict potential scholastic success and provide remedial information to increase that potential, an emphasis upon cognitive and affective processes is essential and logical, and has been too long waiting. (CM)
Journal Code: RIEAUG1983
Entry Date: 1983
Accession Number: ED228272
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Cognitive and Affective Processes Related to School Achievement: Implications for Assessment.
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  Data: <searchLink fieldCode="AR" term="%22Shaha%2C+Steven+H%2E%22">Shaha, Steven H.</searchLink><br /><searchLink fieldCode="AR" term="%22Wittrock%2C+Merlin+C%2E%22">Wittrock, Merlin C.</searchLink><br /><searchLink fieldCode="AR" term="%22California+Univ%2E%2C+Los+Angeles%2E+Center+for+the+Study+of+Evaluation%2E%22">California Univ., Los Angeles. Center for the Study of Evaluation.</searchLink>
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  Data: N
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  Data: 66
– Name: DatePubCY
  Label: Publication Date
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  Data: 1983
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  Data: National Inst. of Education (ED), Washington, DC.
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  Data: CSE-R-195
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  Data: Reports - Descriptive<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Measures%22">Affective Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Objectives%22">Affective Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Measurement%22">Cognitive Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Diagnosis%22">Educational Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Predictive+Measurement%22">Predictive Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+California%22">U.S.; California</searchLink>
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  Label: Abstract
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  Data: During the last two decades of work in predicting and explaining school achievement, much research has emphasized the identification and measurement of student cognitive and affective processes which predict and also promise to help explain and facilitate school achievement. This review focuses on modifiable cognitive and affective processes, as different from aptitude and ability. The results summarized represent but do not exhaust the findings of recent research relevant to school achievement. Findings on cognitive processes concern generative comprehension processes, imagery, attention and cognitive style. Affective processes include motivation, self-concept, test anxiety, and attitude. The purpose of this review is not simply to caution or advise test development institutions, but to communicate ideas to test users as well. The contention is that intelligence measures yield data concerning momentary states of knowledge or ability. These static descriptions are interpreted as descriptions of student potential. Yet the evidence in this review shows that the affective and cognitive processes underlying intelligence scores are dynamic in nature, and they can be taught and improved. To predict potential scholastic success and provide remedial information to increase that potential, an emphasis upon cognitive and affective processes is essential and logical, and has been too long waiting. (CM)
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 66
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Affective Measures
        Type: general
      – SubjectFull: Affective Objectives
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Cognitive Measurement
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Comprehension
        Type: general
      – SubjectFull: Educational Diagnosis
        Type: general
      – SubjectFull: Intelligence Tests
        Type: general
      – SubjectFull: Predictive Measurement
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Test Anxiety
        Type: general
      – SubjectFull: U.S.; California
        Type: general
    Titles:
      – TitleFull: Cognitive and Affective Processes Related to School Achievement: Implications for Assessment.
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            NameFull: California Univ., Los Angeles. Center for the Study of Evaluation.
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          Name:
            NameFull: Shaha, Steven H.
      – PersonEntity:
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            NameFull: Wittrock, Merlin C.
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            – D: 01
              M: 01
              Type: published
              Y: 1983
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