Dimensions of Naturalistic Observation for the Prediction of Academic Success

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Abstract
An eight-category observational instrument was used to obtain frequency counts on the behaviors of 45 second graders. The data were reduced by principal components analysis to two orthogonal dimensions that were subsequently described as "task orientation" and "convergent orientation." Task orientation was found to predict standardized achievement scores and grade point averages five years later. Task orientation continued to be predictive of achievement test performance, but not grade point average, when the effects of LQ. and social class were controlled statistically. Convergent orientation did not correlate significantly with either criterion measure. These findings were interpreted to mean that an observationally based index such as task orientation can be used to predict standardized achievement test variance not accounted for by LQ. test performance.