Correlates
of Academic Ability Among Part-Time Graduate Students of Education
in Hong Kong
J. Sachs |
Biggs'
presage-product-process model provided a theoretical framework for
modeling the observed interrelationships among gender, age, self-efficacy,
proactive attitude, locus of control, academic experiences, knowledge
orientation, learning approach, and self-reported academic ability
in a sample of 120 Hong Kong graduate students of education (M.Ed.
students). Gender and locus of control were found not to have any
significant direct or indirect effects on self-reported academic
ability. Self-efficacy, academic experiences, and learning approach
had direct positive effects on self-reported academic ability, while
the effects of age and proactive attitude on self-reported academic
ability were indirect through one or more of the process variables
which in turn had either direct or indirect effects on self-reported
academic ability. The final path model, minus gender and locus of
control, fit the data well, had good predictive power, and suggested
that age, self-efficacy and proactive attitude could prove useful
for identifying part-time M.Ed. students most likely to succeed in
their studies. Key words: presage-process-product model, path analysis, part-time M.Ed. students, academic ability |