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Thinking Skills and Work Habits: Contributors to Course Performance

From: The Journal of General Education
Volume 51, Number 3, 2002
pp. 200-227 | 10.1353/jge.2003.0007

Abstract

Base-level critical thinking, attendance, and notetaking differentially predicted performance measures in a large human development course (N = 292). Multiple-regression analyses showed that critical thinking was the strongest predictor of multiple-choice examination performance but that notetaking was the best predictor of total course performance. Group analyses revealed that high- and low-performing students differed significantly on all predictor variables.