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[mansimransaini]

A study was conducted to examine the variables influencing the academic resourcefulness strategies students use for PSYC 3015. In this study, 178 PSYC 3015 students completed inventories assessing their general learned resourcefulness skills (SCS), test-taking self-efficacy (TSE), and academic resourcefulness skills (ARS), with higher scores on these inventories reflecting more of that particular attribute. They predicted that both SCS and TSE scores would uniquely contribute to the prediction of ARS (y), and that the shared contribution of these variables would be small. Below are the correlations and means of these variables. Indicate why or why not, their predictions are supported, when describing the findings of this analysis. (12)

	SCS	TSE	ARS (DV)	MEAN (SD)
SCS Learned resourcefulness		.19	.35	15.15 (23.49)
TSE Test taking self-effficacy			.62	28.74 (7.18)
ARI Academic resourcefulness				83.04 (16.50)

Note: the critical value for the semi-partial correlation = .150

 

[Deleted member 4993]

A study was conducted to examine the variables influencing the academic resourcefulness strategies students use for PSYC 3015. In this study, 178 PSYC 3015 students completed inventories assessing their general learned resourcefulness skills (SCS), test-taking self-efficacy (TSE), and academic resourcefulness skills (ARS), with higher scores on these inventories reflecting more of that particular attribute. They predicted that both SCS and TSE scores would uniquely contribute to the prediction of ARS (y), and that the shared contribution of these variables would be small. Below are the correlations and means of these variables. Indicate why or why not, their predictions are supported, when describing the findings of this analysis. (12)

	SCS	TSE	ARS (DV)	MEAN (SD)
SCS Learned resourcefulness		.19	.35	15.15 (23.49)
TSE Test taking self-effficacy			.62	28.74 (7.18)
ARI Academic resourcefulness				83.04 (16.50)

Note: the critical value for the semi-partial correlation = .150

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