Abstract
Research suggests that measures of student background (aptitude tests, prior grades and prior coursework) and course involvement (attendance and participation) predict course achievement. However, the relative contribution of these variables remains unclear. This study utilised path analysis to examine the relative roles of student background and course involvement in predicting exam performance in an introduction to psychology course. Also, course involvement was tested as a potential mediator between student background and performance. Instructor records and student (N = 108) self-report data were used. Only background variables significantly predicted exam performance. Additionally, course involvement did not mediate the relations between background variables and performance. The findings suggest that prior preparation significantly influences understanding of psychology in introductory psychology courses and that course design may influence the importance of course involvement in predicting student achievement in such courses.