Arthur D. Roberts

Affective and Cognitive Correlates of Classroom Achievement.

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.

An Instrument to Measure Attitude Toward School Subjects.

The development of the Gable-Roberts Attitude Toward School Subjects (GRASS) measure is described. Content validity is discussed; construct validity and alpha reliability data gathered on 893 high school students are presented for the attitude dimensions: General Interest, Usefulness, and Relevance.