Premium
SAT performance: Understanding the contributions of cognitive/learning and social/personality factors
Author(s) -
Han Brenda,
McNaughtonCassill Mary
Publication year - 2010
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.1725
Subject(s) - psychology , personality , cognition , variance (accounting) , big five personality traits , social cognition , developmental psychology , cognitive psychology , social psychology , accounting , neuroscience , business
Summary This study identifies a number of sources of individual differences in SAT performance by examining the simultaneous contributions of factors from two otherwise disparate research areas, namely cognition/learning and social/personality. Preliminary analysis revealed that just the cognitive/learning measures accounted for 37.8, 41.4 and 21.9% of the variance in SAT, V‐SAT and Q‐SAT performance, respectively while just the social/personality measures accounted for 21.4, 18.2 and 17.3% of the variance. When combined, cognitive/learning and social/personality factors accounted for even larger amounts of variance in performance; specifically 43.4, 44.6 and 28% for the SAT, V‐SAT and Q‐SAT, respectively. Finally, the results revealed that three measures consistently predicted performance on the SAT, V‐SAT and Q‐SAT; two measures were the learning/cognitive factors of working memory and integration of new text‐based information with information from long‐term memory and one measure was the social/personality factor, test anxiety. Copyright © 2010 John Wiley & Sons, Ltd.