The specific cognitive/learning factors we selected were working memory, higher-level cognitive processes and epistemic belief of learning. The value of this approach is that it not only reveals the relative contributions of factors from each of these research areas but it also might lead to a comprehensive theory of SAT performance and academic achievement that considers both cognitive/learning and social/personality factors. These two otherwise disparate research areas were selected because few studies have examined their factors simultaneously even though studies have shown that a number of factors from both of these research areas contribute to SAT performance. The present study addresses some of the construct concerns about the SAT by examining the simultaneous contributions of factors from two research areas, namely cognition/learning and social/personality see Credé and Kuncel (2008) who describe these separate research areas as cognitive and non-cognitive. Although Atkinson’s concerns were more to do with the relative values of general measures of aptitude versus measures of specific content areas, his comments reflect the construct concerns frequently voiced about the SAT. ![]() Indeed Richard Atkinson, well-known cognitive psychologist and former president of the University of California, proposed dropping the SAT as a requisite for admissions to the University of California because, as he exclaimed in a speech, ‘ Who knows what they measure?’ ( Cloud, 2001, p.62). However in spite of its importance, the SAT is frequently subjected to intense scrutiny especially with issues concerning construct validity. For this reason the SAT is of great interest to students and the public in general. For many students the SAT is one of the most, if not the most, important measures of academic achievement because it plays a dominant role in the high stakes decisions of college admissions. Scholastic Assessment Test), are completed by thousands of students in the United States. Finally, the results revealed that three measures consistently predicted performance on the SAT, V-SAT and Q-SAT two measures were the learning/cognitive factors of working memory and integration of new text-based information with information from long-term memory and one measure was the social/personality factor, test anxiety.Įach year tests of academic achievement, like the SAT (i.e. ![]() When combined, cognitive/learning and social/personality factors accounted for even larger amounts of variance in performance specifically 43.4, 44.6 and 28% for the SAT, V-SAT and Q-SAT, respectively. Preliminary analysis revealed that just the cognitive/learning measures accounted for 37.8, 41.4 and 21.9% of the variance in SAT, V-SAT and Q-SAT performance, respectively while just the social/personality measures accounted for 21.4, 18.2 and 17.3% of the variance. This study identifies a number of sources of individual differences in SAT performance by examining the simultaneous contributions of factors from two otherwise disparate research areas, namely cognition/learning and social/personality.
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