摘要：This study examined the competing role of cognitive and affective learning processes used by students on predicting their academic achievement. The sample included 342 students from different schools in Oman (female=74.6%). The participants responded to a group of measures as part of a national study examining different learning variables. For the purpose of the current study, the participants’ data of six measures (i.e., critical thinking strategies, organizational strategies, memory strategies, intrinsic motivation, extrinsic motivation, and anxiety) were obtained. In addition, the students’ grade average point (GPA) using their reported grades were also used. The findings showed that out of the affective model, anxiety level and intrinsic motivation were significant predictors of students’ academic achievement. However, critical thinking was the only predictor of academic achievement from the cognitive model.
其他摘要：This study examined the competing role of cognitive and affective learning processes used by students on predicting their academic achievement. The sample included 342 students from different schools in Oman (female=74.6%). The participants responded to a group of measures as part of a national study examining different learning variables. For the purpose of the current study, the participants’ data of six measures (i.e., critical thinking strategies, organizational strategies, memory strategies, intrinsic motivation, extrinsic motivation, and anxiety) were obtained. In addition, the students’ grade average point (GPA) using their reported grades were also used. The findings showed that out of the affective model, anxiety level and intrinsic motivation were significant predictors of students’ academic achievement. However, critical thinking was the only predictor of academic achievement from the cognitive model.
