A structural equation model looking at student’s participatory behavior and their success in Calculus I

Abstract

This paper extends upon previous work with this data set in which the effect of participatory behaviors on success was investigated wherein success was measured singularly with expected course grade and affective components of success were not considered. The limited explanatory power of the model, coupled with the seemingly contradictory results, indicates that participatory behaviors alone might be insufficient to capture the complexity of the success response variable.