Abstract
This investigation assessed the roles of learning orientation (LO) and grade orientation (GO) in academic performance. Most important, we found that GO was negatively correlated with grade point average (GPA) and General Psychology test scores. Correlations o f LO scores with the academic performance measures were not significant. The poor academic performance of students with high G O scores can be partially attributed to lower Scholastic Aptitude Tests (SAT) scores. Even after the effects of SAT were controlled, GO scores were negatively related to GPA and psychology test scores. These findings demonstrate the need for investigations to determine the effects of grading practices on students with high and low grade orientations.
