Predicting Academic Achievement Among Bilingual Hispanic College Technical Students

Jose P. Mestre

doi:10.1177/001316448104100433

Predicting Academic Achievement Among Bilingual Hispanic College Technical Students

Jose P. Mestre

Research output: Contribution to journal › Article › peer-review

Abstract

The predictive validity of each of several mathematics and language variables relative to criteria of grade point average (GPA) and word problem-solving skills for a group of 60 undergraduate Hispanic engineering and science students was investigated. For comparison purposes, the study also included a group of 73 monolingual technical undergraduates. Results showed a strong correlation between GPA and all language as well as mathematics variables for the bilingual group, but not for the monolingual group. The bilingual group also exhibited a persistent and statistically significant correlation between the language proficiency measures and scores on mathematics examinations that required almost no language processing, whereas no such correlation existed for the monolingual group.

Original language	English (US)
Pages (from-to)	1255-1264
Number of pages	10
Journal	Educational and Psychological Measurement
Volume	41
Issue number	4
DOIs	https://doi.org/10.1177/001316448104100433
State	Published - Dec 1981
Externally published	Yes

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Applied Psychology
Applied Mathematics

Online availability

10.1177/001316448104100433

Library availability

Discover UIUC Full Text

Cite this

@article{1cfde41c40e04bd587ae184703b7c882,

title = "Predicting Academic Achievement Among Bilingual Hispanic College Technical Students",

abstract = "The predictive validity of each of several mathematics and language variables relative to criteria of grade point average (GPA) and word problem-solving skills for a group of 60 undergraduate Hispanic engineering and science students was investigated. For comparison purposes, the study also included a group of 73 monolingual technical undergraduates. Results showed a strong correlation between GPA and all language as well as mathematics variables for the bilingual group, but not for the monolingual group. The bilingual group also exhibited a persistent and statistically significant correlation between the language proficiency measures and scores on mathematics examinations that required almost no language processing, whereas no such correlation existed for the monolingual group.",

author = "Mestre, {Jose P.}",

note = "Funding Information: Work supported by National Institute of Education Grant NIE-G-79-0094. The contents of this study do not necessarily reflect the position, policy, or endorsement of the National Institute of Education. ",

year = "1981",

month = dec,

doi = "10.1177/001316448104100433",

language = "English (US)",

volume = "41",

pages = "1255--1264",

journal = "Educational and Psychological Measurement",

issn = "0013-1644",

publisher = "SAGE Publishing",

number = "4",

}

TY - JOUR

T1 - Predicting Academic Achievement Among Bilingual Hispanic College Technical Students

AU - Mestre, Jose P.

N1 - Funding Information: Work supported by National Institute of Education Grant NIE-G-79-0094. The contents of this study do not necessarily reflect the position, policy, or endorsement of the National Institute of Education.

PY - 1981/12

Y1 - 1981/12

N2 - The predictive validity of each of several mathematics and language variables relative to criteria of grade point average (GPA) and word problem-solving skills for a group of 60 undergraduate Hispanic engineering and science students was investigated. For comparison purposes, the study also included a group of 73 monolingual technical undergraduates. Results showed a strong correlation between GPA and all language as well as mathematics variables for the bilingual group, but not for the monolingual group. The bilingual group also exhibited a persistent and statistically significant correlation between the language proficiency measures and scores on mathematics examinations that required almost no language processing, whereas no such correlation existed for the monolingual group.

AB - The predictive validity of each of several mathematics and language variables relative to criteria of grade point average (GPA) and word problem-solving skills for a group of 60 undergraduate Hispanic engineering and science students was investigated. For comparison purposes, the study also included a group of 73 monolingual technical undergraduates. Results showed a strong correlation between GPA and all language as well as mathematics variables for the bilingual group, but not for the monolingual group. The bilingual group also exhibited a persistent and statistically significant correlation between the language proficiency measures and scores on mathematics examinations that required almost no language processing, whereas no such correlation existed for the monolingual group.

UR - http://www.scopus.com/inward/record.url?scp=84952743602&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84952743602&partnerID=8YFLogxK

U2 - 10.1177/001316448104100433

DO - 10.1177/001316448104100433

M3 - Article

AN - SCOPUS:84952743602

SN - 0013-1644

VL - 41

SP - 1255

EP - 1264

JO - Educational and Psychological Measurement

JF - Educational and Psychological Measurement

IS - 4

ER -

Predicting Academic Achievement Among Bilingual Hispanic College Technical Students

Abstract

ASJC Scopus subject areas

Online availability

Library availability

Related links

Fingerprint

Cite this