Table 2.

Correlations among SAT, V-SAT, Q-SAT, measures of higher-level processes, working memory, epistemic belief, academic self efficacy, academic locus of control, test anxiety, performance-approach goals and performance-avoidance goals (n = 253)

		1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17
1.	SAT	—	.89	.88	.35	.37	.32	.45	.29	.24	−.10	.47	−.40	.24	.06	−.41	−.04	−.39
2.	V-SAT		—	.58	.36	.34	.33	.42	.34	.27	−.15	.47	−.42	.23	.11	−.40	−.07	−.36
3.	Q-SAT			—	.27	.32	.23	.37	.16	.15	−.02	.35	−.28	.20	−.01	−.33	−.00	−.34
4.	Text memory				—	.73	.68	.68	.44	.21	.09	.36	−.23	.12	.22	−.24	−.11	−.23
5.	Text inferencing					—	.54	.60	.35	.13	−.13	.37	−.15	.09	.15	−.24	−.12	−.26
6.	Low-knowledge integration						—	.65	.43	.15	−.05	.29	−.19	.10	.15	−.21	−.09	−.18
7.	High-knowledge integration							—	.42	.28	.02	.33	−.23	.18	.18	−.30	−.10	−.31
8.	Low-knowledge access								—	.38	−.04	.16	−.20	.15	.13	−.28	−.02	−.23
9.	High-knowledge access									—	−.07	.12	−.04	.10	.08	−.19	−.03	−.21
10.	Speed										—	−.08	.03	.02	.08	−.00	.02	.04
11.	Composite working memory											—	−.30	.12	−.07	.20	−.03	−.20
12.	Epistemic belief of learning												—	.21	.01	−.25	.11	−.32
13.	Academic self efficacy													—	.47	−.50	.16	−.28
14.	Academic locus of control														—	−.29	.08	−.15
15.	Test anxiety															—	.22	.58
16.	Performance-approach goals																—	.26
17.	Performance-avoidance goals																	—

Note: For r <.13, p >.05.