NEW MEASURE OF ACADEMIC ACHIEVEMENT: TESTING THE RELIABILITY AND FACTOR STRUCTURE OF THE ACADEMIC ACHIEVEMENT QUESTIONNAIRE (AAQ)

2020 ◽  
Author(s):  
Lucie Křeménková ◽  
Jan Sebastian Novotný
Keyword(s):  
Academic Achievement ◽  
Factor Structure ◽  
Achievement Testing

Validating the Resource-Management Inventory (ReMI)

2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
Author(s):  
Julia Waldeyer ◽  
Jens Fleischer ◽  
Joachim Wirth ◽  
Detlev Leutner
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Resource Management ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Management Strategies ◽  
Group Analysis ◽  
Management Skills ◽  
First Year Students ◽  
Management Competency

Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, we extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). We evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students ( N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students’ grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, we provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education.

scholarly journals Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender

PeerJ ◽  
2015 ◽  
Vol 3 ◽  
pp. e939 ◽  
Author(s):  
Sarah A. Gray ◽  
Maria Rogers ◽  
Rhonda Martinussen ◽  
Rosemary Tannock
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Achievement Testing ◽  
Moderating Role

Metamemory and Academic Achievement: Testing the Validity of a Group-Administered Metamemory Battery

1990 ◽  
Vol 151 (4) ◽  
pp. 439-450 ◽  
Author(s):  
David C. Geary ◽  
Ilona H. Klosterman ◽  
Katherine Adrales
Keyword(s):  
Academic Achievement ◽  
Achievement Testing

Boredom and academic achievement: Testing a model of reciprocal causation.

2014 ◽  
Vol 106 (3) ◽  
pp. 696-710 ◽  
Author(s):  
Reinhard Pekrun ◽  
Nathan C. Hall ◽  
Thomas Goetz ◽  
Raymond P. Perry
Keyword(s):  
Academic Achievement ◽  
Achievement Testing ◽  
Reciprocal Causation
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