Planning as a factor in school achievement

This investigation addressed the question of whether planning ability predicts for school grades in third graders when scholastic aptitude is statistically controlled. In the analysis, IQ was entered first into the regression equations followed by three types of planning tasks: two standard planning tasks (Trail-Making and the Tower of Hanoi) and a teacher designed planning task (the Classroom-Based Planning task). Traditional scoring methods (outcome and latency scores) and a new process-based scoring system were applied to each of the three tasks and individual regressions were performed for each scoring method. Neither of the two standard planning tasks predicted for school performance for any of the scoring methods. In contrast, the Classroom-based Planning task predicted for a grade index beyond the effects of IQ, but only when the planning process scoring system was used to assess planning. Teacher ratings of planning were also investigated as predictors of grades in a separate regression. Teacher ratings of students' ability to use their time wisely predicted for grades even when IQ was controlled. In a final analysis, the teacher rating, the Classroom-Based Planning task, and IQ were included in the same regression. Each of these variables contributed significantly to the equation, and together they accounted for almost half the variance in school achievement.