Ability and Achievement as Moderating Variables of Student Satisfaction and Teacher Perception

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Abstract
The relationship between student academic attitudes and achievement as well as teachers’ ability to estimate such attitudes constituted the dual focus of the present study. One hundred and thirteen seventh and eighth grade students responded to two attitudinal questionnaires under anonymous conditions. In addition, assessment of standardized achievement test performance, and teacher estimates of student attitudes were gathered. Simple correlational analyses revealed small but significant relationships between attitudes and achievement and student attitudes and teacher estimates. Partialling and moderator analyses indicated more complex relationships between these variables as well as future directions of related research.