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1.
Promoting an educated labor force is critical for emerging economies. Educational achievement, in turn, depends heavily on general cognitive abilities as well as non-cognitive skills, such as grit. Current research, however, has not examined how cognition and grit may explain the academic performance of students in an economically disadvantaged context. Thus, this study examines how IQ and grit contribute to academic achievement gains for students in poor areas of rural China. Drawing on data from 2931 students in rural China, we measure general cognitive ability, using the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) and Raven’s Standard Progressive Matrices (Raven IQ); non-cognitive ability, using the Short Grit Scale; and academic achievement, using a curricular-based mathematics exam. We find that IQ and grit each predict achievement gains for the average student. Grit is not positively associated with achievement gains among low-IQ students, however, suggesting that grit does not translate into academic achievement gains for students with delays in general cognitive ability. 相似文献
2.
The goal of this study was to develop and evaluate a structural model of the relations among cognitive abilities and arithmetic skills and college students’ algebra achievement. The model of algebra achievement was compared to a model of performance on the Scholastic Assessment in Mathematics (SAT‐M) to determine whether the pattern of relations is similar for different types of higher level maths achievement. Structural equation modelling was used to test the effects of working memory, 3D spatial ability, and computational fluency on both types of higher order maths achievement. Computational fluency had the strongest effect on algebra achievement, with 3D spatial ability and working memory showing moderate effects. In contrast, 3D spatial ability had a stronger effect on SAT‐M scores than did computational fluency. Computational fluency and 3D spatial ability completely mediated the effect of working memory for both algebra and SAT‐M achievement. 相似文献
3.
The purpose of the longitudinal study was to investigate the prediction of children's academic achievement on the basis of cognitive tasks given prior to kindergarten, and academic attitudes on the basis of teachers' and mothers' ratings of the children's general cognitive abilities and actual achievement. Subjects were tested initially before entering kindergarten; from 105 to 154 of the 255 kindergarten children were followed through grades 1, 2, 3, 5, and 10. A subset of cognitive tasks maintained a high relation to high school achievement scores, especially in reading. Tenth-grade self-concept of ability, expectancy for success, value of success, and perception of task difficulty showed effects of sex and academic content area, with boys generally being more favorable toward math and girls more favorable toward reading. Children's attitudes were related both to mothers' earlier ratings of their children's cognitive abilities and actual achievement scores; this was especially the case for girls. There was a negative relation between mothers' ratings and girls' attitudes toward mathematics. Sex differences in all measures throughout the 11-year period are reviewed. 相似文献
4.
The authors examined the big-fish-little-pond effect (BFLPE) on academic self-concept (ASC) using different indicators of academic ability (i.e., achievement test, cognitive ability test, grades corrected for grading-on-a-curve effects, uncorrected grades). They investigated under what circumstances grades are suitable indicators of academic ability in BFLPE research. The sample comprised 730 sixth-grade students from 30 classes belonging to the top track of the German secondary high school system. Using multilevel models, all indicators of academic ability exhibited negative contrast effects on ASC at class level (i.e., BFLPE). The authors found the strongest effects for corrected grades, followed by achievement tests, cognitive ability, and, finally, uncorrected grades. Thus, the study provides evidence for the usage of grades within BFLPE research for investigating the BFLPE. 相似文献
5.
Franzis Preckel Anastasiya A. Lipnevich Sandra Schneider Richard D. Roberts 《Learning and individual differences》2011,21(5):483-492
Four meta-analyses examined relationships between morningness and cognitive ability (total N = 2177), eveningness and cognitive ability (total N = 1519), morningness and academic achievement (total N = 3220), and eveningness and academic achievement (total N = 700). The analyses focused on the population effect size (to reveal the effect across studies) and the homogeneity (to determine if the results of the several experiments are sufficiently similar to warrant their combination into an overall result). In all four cases, the aggregated correlations between chronotype and cognitive ability, as well as chronotype and academic achievement were found to be significant. Eveningness was found to be positively related to individuals' cognitive ability (r = .08), yet negatively related to indicators of academic achievement (r = −.14). Conversely, morningness had a negative relationship with cognitive ability (r = −.04) and a positive correlation with academic indicators (r = .16). Practical implications, including those pertaining to educational policy, are discussed. 相似文献
6.
差异模型及其在个体差异研究中的应用 总被引：1，自引：0，他引：1
20世纪90年代以来,McClearn借鉴统计遗传学的理论模型构建了用于描述个体差异形成过程中遗传与环境因素作用的“差异模型”,并应用这一模型对表现在一般认知能力、特殊认知能力、学业成就和个性等方面的个性差异进行了研究。差异模型为差异心理学研究提供了一种全新定量研究范式,进一步丰富了人们对遗传与环境因素在影响个体差异形成过程中作用机制的认识,这一理论模型已在教育、心理卫生等领域得到应用。 相似文献
7.
H W Stevenson S Y Lee 《Monographs of the Society for Research in Child Development》1990,55(1-2):1-123
The major purpose of this study was to attempt to understand some of the reasons for the high academic achievement of Chinese and Japanese children compared to American children. The study was conducted with first and fifth graders attending elementary schools in the Minneapolis metropolitan area, Taipei (Taiwan), and Sendai (Japan). 1,440 children (240 first graders and 240 fifth graders in each city) were selected as target subjects in the study. The children were selected from 20 classrooms at each grade in each city and constituted a representative sample of children from these classrooms. In a follow-up study, first graders were studied again when they were in the fifth grade. The children were tested with achievement tests in reading and mathematics constructed specifically for this study, the children and their mothers were interviewed, the children's teachers filled out a questionnaire, and interviews were held with the principals of the schools attended by the children. In the follow-up study, achievement tests were administered, and the children and their mothers were interviewed. Background information about the children's everyday lives revealed much greater attention to academic activities among Chinese and Japanese than among American children. Members of the three cultures differed significantly in terms of parents' interest in their child's academic achievement, involvement of the family in the child's education, standards and expectations of parents concerning their child's academic achievement, and parents' and children's beliefs about the relative influence of effort and ability on academic achievement. Whereas children's academic achievement did not appear to be a central concern of American mothers, Chinese and Japanese mothers viewed this as their child's most important pursuit. Once the child entered elementary school, Chinese and Japanese families mobilized themselves to assist the child and to provide an environment conducive to achievement. American mothers appeared to be less interested in their child's academic achievement than in the child's general cognitive development; they attempted to provide experiences that fostered cognitive growth rather than academic excellence. Chinese and Japanese mothers held higher standards for their children's achievement than American mothers and gave more realistic evaluations of their child's academic, cognitive, and personality characteristics. American mothers overestimated their child's abilities and expressed greater satisfaction with their child's accomplishments than the Chinese and Japanese mothers. In describing bases of children's academic achievement, Chinese and Japanese mothers stressed the importance of hard work to a greater degree than American mothers, and American mothers gave greater emphasis to innate ability than did Chinese and Japanese mothers. 相似文献
8.
It is well established that socioeconomic status, cognitive ability, and non-cognitive abilities such as self-efficacy are substantially associated with academic achievement. However, the specific relationships of these variables remain a relatively unexplored topic in regard to more recent and representative samples. The current study examined such relations by taking advantage of two cohorts (total N = 12,315) of Swedish students at the elementary (Grade 6) and lower-secondary school levels (Grade 8) in the compulsory school. The regression models showed that all three variables explained a substantial portion of grade variance, with cognitive ability having the strongest relationship, followed by non-cognitive abilities, and SES. Longitudinal associations, which accounted for previous academic achievement, showed that the three variables did still explain a substantial amount of grade variance.
相似文献9.
Cogmed Working Memory Training (CWMT) is a commercial cognitive-training program designed to foster working-memory capacity. Enhanced working-memory capacity is then supposed to increase one's overall cognitive function and academic achievement. This meta-analysis investigates the effects of CWMT on cognitive and academic outcomes. The inclusion criteria were met by 50 studies (637 effect sizes).Highly consistent near-zero effects were estimated in far-transfer measures of cognitive ability (e.g., attention and intelligence) and academic achievement (language ability and mathematics). By contrast, slightly heterogeneous small to medium effects were observed in memory tasks (i.e., near transfer). Moderator analysis showed that these effects were weaker for near-transfer measures not directly related to the trained tasks. These results highlight that, while near transfer occurs regularly, far transfer is rare or, possibly, inexistent. Transfer thus appears to be a function of the degree of overlap between trained tasks and outcome tasks. 相似文献
10.
This paper presents a meta-analysis of the accuracy of teachers' judgments of students' cognitive abilities. The array of cognitive abilities includes intelligence, giftedness, other cognitive abilities, and creativity. The integration of 106 effect sizes from 33 studies with a meta-analytical multilevel approach led to a mean judgment accuracy of cognitive abilities of r = 0.43. Moderation analyses revealed moderate to large effects for intelligence: r = 0.50, other cognitive abilities: r = 0.42, giftedness: r = 0.36, and creativity: r = 0.34. Lower judgment accuracy was shown for preselected student samples and for judgments without eligible frames of reference. We discuss an academic achievement bias as selected studies revealed higher correlations between judgments of intelligence and academic achievement measures (r = 0.61) than between judgments of intelligence and measures of intelligence. 相似文献
11.
Children’s cognitive ability and their academic achievement: the mediation effects of parental expectations 总被引：1，自引：0，他引：1
It is generally accepted that cognitive ability predicts academic achievement, and that parental involvement and expectations form part of the constellation of factors that predict their children??s academic achievement, particularly for families within the Chinese-heritage Cultures. Although a number of interactions between these parental factors have been proposed, the mediation effects of parental expectations on their children??s cognitive ability in predicting academic achievement are yet to be established. Data from 780 students from one primary school in Hong Kong and their parents were used to generate structural equation models to test the hypothesis that parental affective factors, as indicated by parental home and school involvement, parental beliefs of their children??s ability and parental expectations of their children??s academic scores, mediate the effects of student IQ score in predicting school achievement in English, Chinese and Mathematics. The results support the hypothesis that parents help their children to actualize their cognitive ability by directly communicating their academic expectations to their children. 相似文献
12.
The impact of roommate personality on achievement: An exploratory study and model of analysis 总被引：1，自引：0，他引：1
The purpose of this study was to examine the relationship of personality characteristics, academic ability, and achievement among pairs of male dormitory roommates. OPI factor scores were developed for five groups of roommate pairs who were identified as exhibiting similar achievement and ability patterns. The scores were analyzed to provide an indication of the degree of similarity or difference between the individual pairs on the personality measures and to determine if there were important trends evident in the data within groups. The results suggest that personality may have a differential effect on achievement among students of different ability levels. For example, there was evidence that average- and low-ability students earn higher grades when paired with high-ability students of similar personality profiles. 相似文献
13.
Damien C. Cormier Okan Bulut Kevin S. McGrew Jessica Frison 《Psychology in the schools》2016,53(8):787-803
Writing is a complex academic task—it involves numerous mental processes. Given the necessity for developing writing skills from elementary to secondary school, this study aimed to investigate the role of broad cognitive abilities derived from the Cattell–Horn–Carroll (CHC) theory of intelligence in predicting skills associated with writing achievement. The normative sample from the fourth edition of the Woodcock–Johnson Tests of Cognitive Abilities and the Woodcock–Johnson Tests Academic Achievement were used to examine the relationships between broad CHC abilities and academic achievement in writing. The findings of this study suggest that the broad CHC abilities Comprehension‐Knowledge, Processing Speed, and Fluid Reasoning are especially important predictors of basic writing skills and written expression during the school‐age years. In general, changes in the strength of the association between cognitive abilities and academic achievement in writing are observed over time, as the cognitive demands involved in the writing increase in complexity in later grades. 相似文献
14.
Feraco Tommaso Resnati Dario Fregonese Davide Spoto Andrea Meneghetti Chiara 《European Journal of Psychology of Education - EJPE》2023,38(1):109-130
The role of soft skills at school is still debated, but they have emerged as important factors for students’ academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and life satisfaction. A sample of 603 students (5th to 12th graders) participated in the study. The results of a Bayesian path analysis based on meta-analytical priors show that soft skills were (i) directly positively associated with students’ achievement emotions, self-regulated learning, motivation, and life satisfaction and (ii) indirectly related with academic achievement through the mediation of self-regulated learning and motivation. On the other hand, only soft skills and achievement emotions were directly related to life satisfaction. Extracurricular activities showed a positive association with both soft skills and cognitive abilities. These results are the first to demonstrate the importance of soft skills and extracurricular activities when integrating all the above-mentioned factors in a model of students’ academic achievement and life satisfaction.
相似文献15.
The present study investigated the relationships between the five‐factor model of personality, approaches to learning and academic achievement. Based on the previous research, we expected approaches to have a mediating effect between personality and academic achievement. Six hundred and eighty‐seven business students participated in a survey; 56% were female and 44% were male. Their average age was 24.8 years. The results showed that conscientiousness and openness were mediated by the strategic and the deep approach, respectively, in relation to achievement. Additionally, neuroticism had both a direct and an indirect effect on achievement through the surface approach. We also found that the three approaches to learning explained variance in achievement beyond personality when using hierarchical regression analysis. Limitations and implications for future research are discussed. 相似文献
16.
Panagiotis Kosmas Andri Ioannou Panayiotis Zaphiris 《Educational Media International》2019,56(1):59-74
The relationship among bodily movements, cognitive abilities, and academic achievement in children is receiving considerable attention in the research community. The embodied learning approach is based on the idea of an inseparable link between body and mind in learning, aiming for teaching methods that promote children’s active engagement in the classroom. This study implements embodied learning as a part of the classroom curriculum in a real classroom environment using motion-based games. A total of 52 elementary students engaged in embodied learning in-class activities for four months. The data-set included standardized pre-post testing for children’s cognitive and academic performance, general learning analytics from games’ usage, interviews, and observations from the teachers involved. Findings showed significant effects both on children’s cognitive abilities (i.e., short-memory skills) and academic performance (i.e., expressive vocabulary). This article contributes to the educational technology community by providing an example of implementing embodied learning via use of motion-based technologies in a real classroom environment. 相似文献
17.
Matthias Ziegler Maximilian Knogler Markus Bühner 《Learning and individual differences》2009,19(2):288-292
Studies on the interface between cognitive ability (intelligence) and personality in the prediction of academic performance have yielded mixed results so far. Especially an interaction between conscientiousness (and its facet achievement striving) and intelligence has been investigated. The hypothesis is that conscientiousness enhances the impact of intelligence on performance. Based on findings supporting the idea of a non-linear relationship between conscientiousness and performance the present study aimed at a clarification of the mixed results. Given such a non-linear relationship, studies investigating a possible moderating effect should pay attention to the performance level. A sample of N = 271 students completed a conscientiousness and an intelligence measure. Moderated regression analyses revealed a moderation for conscientiousness but not its facet achievement striving in the total sample. However, splitting the sample into a low and a high performer group revealed an enhancing effect of achievement striving for low performers and a buffering effect for high performer. Practical as well as theoretical implications are discussed. 相似文献
18.
Orhan Agirdag 《Educational Research and Evaluation》2018,24(3-5):264-276
ABSTRACTPrevious studies have shown that schools’ socioeconomic-status (SES) composition has an impact on the academic performance of pupils. Less attention has been given to the explanation of this effect. This study examined whether the teachability culture among the school staff (teachers’ collective beliefs about how teachable their pupils are) mediated the school SES effect on science achievement and achievement growth. Multilevel analyses were conducted with data from 1,761 pupils and 1,255 teachers across 66 primary schools in Flanders. First, the analyses indicated that there was a positive association between school SES composition and teachability culture: Even after controlling for cognitive ability and performance of pupils, there was a more pessimist culture in socioeconomically disadvantaged schools. Second, the association between school SES and academic performance was explained/mediated by the teachability culture. However, no school effects or mediation effects were found for achievement growth as the covered period of academic growth was too short. 相似文献
19.
Joni M. Lakin 《Psychology in the schools》2012,49(8):756-768
Verbal and quantitative reasoning tests provide valuable information about cognitive abilities that are important to academic success. Information about these abilities may be particularly valuable to teachers of students who are English‐language learners (ELL), because leveraging reasoning skills to support comprehension is a critical aptitude for their academic success. However, due to concerns about cultural bias, many researchers advise exclusive use of nonverbal tests with ELL students despite a lack of evidence that nonverbal tests provide greater validity for these students. In this study, a test measuring verbal, quantitative, and nonverbal reasoning was administered to a culturally and linguistically diverse sample of students. The two‐year predictive relationship between ability and achievement scores revealed that nonverbal scores had weaker correlations with future achievement than did quantitative and verbal reasoning ability scores for ELL and non‐ELL students. Results do not indicate differential prediction and do not support the exclusive use of nonverbal tests for ELL students. © 2012 Wiley Periodicals, Inc. 相似文献
20.
Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement 总被引：2，自引：0，他引：2
The purpose of this research was to develop and test a model of effective self-regulated learning. Based on effort expenditure
we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery,
performance-approach and -avoidance goals), metacognition (metacognitive knowledge, regulation and experience), study strategies
(metacognitive, deep cognitive, surface cognitive and resource management strategies) and academic achievement. The relationships
in the model were tested with controlling for intellectual ability, gender and age. The results showed that effective self-regulated
learning involved two pathways: a metacognitive and a strategy pathway. The first pathway involved a positive relationship
of mastery goals and a negative relationship of performance-avoidance goals with metacognition. Metacognition positively affected
the use of the four study strategies. The strategy pathway involved positive effects of mastery and performance-approach goals
on the use of metacognitive and deep cognitive strategies. Further, performance-approach goals positively affected the use
of surface cognitive and resource management strategies. The use of metacognitive and resource management strategies had a
positive and the use of surface cognitive strategies had a negative effect on exam scores. 相似文献