Predicting Academic Performance with an Assessment of Students’ Knowledge of the Benefits of High-Level and Low-Level Construal

Tina Nguyen, Abigail A. Scholer, David B. Miele, Michael C. Edwards, Kentaro Fujita

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Metamotivation research suggests that people understand the benefits of engaging in high-level versus low-level construal (i.e., orienting toward the abstract, essential versus concrete, idiosyncratic features of events) in goal-directed behavior. The current research examines the psychometric properties of one assessment of this knowledge and tests whether it predicts consequential outcomes (academic performance). Exploratory and confirmatory factor analyses revealed a two-factor structure, whereby knowledge of the benefits of high-level construal (i.e., high-level knowledge) and low-level construal (i.e., low-level knowledge) were distinct constructs. Participants on average evidenced beliefs about the normative benefits of high-level and low-level knowledge that accord with published research. Critically, individual differences in high-level and low-level knowledge independently predicted grades, controlling for traditional correlates of grades. These findings suggest metamotivational knowledge may be a key antecedent to goal success and lead to novel diagnostic assessments and interventions.

Original languageEnglish (US)
JournalSocial Psychological and Personality Science
DOIs
StateAccepted/In press - 2022
Externally publishedYes

Keywords

  • academic performance
  • construal level
  • metamotivation
  • psychometrics
  • self-regulation

ASJC Scopus subject areas

  • Social Psychology
  • Clinical Psychology

Fingerprint

Dive into the research topics of 'Predicting Academic Performance with an Assessment of Students’ Knowledge of the Benefits of High-Level and Low-Level Construal'. Together they form a unique fingerprint.

Cite this