Affective and Cognitive Correlates of Classroom Achievement

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Abstract
This study examined the relationship between cognitive and affective variables as predictors of classroom achievement. Final social studies grades were obtained and the Watson-Glaser Critical Thinking Appraisal, Cooperative English Test, JIM Scale, and Gable-Roberts Attitude Toward School Subjects measures were administered to 431 eleventh grade students. Correlational and multiple regression procedures were employed. Significant relationships (p < .01) were found for both the cognitive and affective variables when correlated with course grades. A measure of motivation toward education predicted grades nearly as accurately as any of the cognitive variables.