The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Cognitive Abilities and Motivational Processes in High School Students' Situational Engagement and Achievement in Science
Abstract
Building on Snow's (1989) idea of 2 pathways to achievement outcomes, a performance and a commitment pathway, this study examined how cognitive and motivational factors associated with each of these pathways, respectively, contributed to the prediction of achievement outcomes in science. The sample consisted of 491 10th- and 11th-grade high school students. Results of hierarchical regression analyses showed that (a) students' cognitive abilities were the strongest predictors of their performance in science as measured by standardized test scores; (b) motivational processes enhanced the predictive validity for science test scores and grades beyond the variance accounted for by ability; and (c) motivational processes were the strongest predictors of students' commitment to science in the form of situational engagement and anticipated choices of science-related college majors and careers. These results are consistent with Snow's (1989) conjecture that both performance and commitment pathway-related factors are necessary for understanding the full range of person-level inputs to achievement outcomes.
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Cites
Perceived self-efficacy in cognitive development and functioning
Bandura, A. (1993) · Educational Psychologist · doi:10.1207/s15326985ep2802_3 · Cited by 7,655
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Human Cognitive Abilities: A Survey of Factor-Analytic Studies
Carroll, J. B. (1993) · doi:10.1017/cbo9780511571312 · Cited by 4,121
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993) · Educational and Psychological Measurement · doi:10.1177/0013164493053003024 · Cited by 3,646
EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints
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Cited by
Beyond Dichotomies: Competence Viewed as a Continuum
Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015) · Zeitschrift für Psychologie · doi:10.1027/2151-2604/a000194 · Cited by 1,205
Sources of science self-efficacy beliefs of middle school students
Britner, S. L., & Pajares, F. (2006) · Journal of Research in Science Teaching · doi:10.1002/tea.20131 · Cited by 1,155
Zeldin, A. L., Britner, S. L., & Pajares, F. (2008) · Journal of Research in Science Teaching · doi:10.1002/tea.20195 · Cited by 497
Bewersdorff, A., Hornberger, M., Nerdel, C., & Schiff, D. S. (2025) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2024.100340 · Cited by 148
Primary and secondary students’ motivation in learning English: Grade and gender differences
Yeung, A. S., Lau, S., & Nie, Y. (2011) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2011.03.001 · Cited by 125
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Metadata
- Authors
- Lau, S., & Roeser, R. W.
- Venue
- Educational Assessment
- Publisher
- Informa UK Limited
- Published
- 2002-05
- Volume
- 8
- Issue
- 2
- Pages
- 139-162
- ISSN
- 1062-7197 (ISSN-L)
- 1532-6977
- OpenAlex
- W2083129543
- Cited by
- 221
- References
- 7
- FWCI
- 0.48
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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