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The Benefit of Being a Big Fish in a Big Pond: Contrast and Assimilation Effects on Academic Self-Concept
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Preckel, Franzis; Brull, Matthias – Learning and Individual Differences, 2010
This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at…
Descriptors: Grades (Scholastic), Intelligence, Academically Gifted, Standardized Tests
Relational Integration as a Predictor of Academic Achievement
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Krumm, Stefan; Lipnevich, Anastasiya A.; Schmidt-Atzert, Lothar; Buhner, Markus – Learning and Individual Differences, 2012
The current study aimed at applying a broad model of cognitive functions to predict performance in science and language courses at school as well as performance in a science course at university. We hypothesized that performance in science courses was predominantly related to the cognitive function known as relational integration, whereas…
Descriptors: Academic Achievement, Grades (Scholastic), Program Effectiveness, Undergraduate Students
Competence Beliefs and Perceived Ability Evaluations: How Do They Contribute to Intrinsic Motivation and Achievement?
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Freiberger, Verena; Steinmayr, Ricarda; Spinath, Birgit – Learning and Individual Differences, 2012
To study the role of students' competence beliefs and their perceived teachers' ability evaluations for intrinsic motivation and achievement in math, 459 second graders from 27 German classrooms were examined. Students provided self-reports on their intrinsic motivation, competence beliefs and perceived teachers' ability evaluations in math.…
Descriptors: Mathematics Achievement, Student Motivation, Academic Achievement, Self Concept
Reciprocal Effects between Fluid and Crystallized Intelligence and Their Dependence on Parents' Socioeconomic Status and Education
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Rindermann, Heiner; Flores-Mendoza, Carmen; Mansur-Alves, Marcela – Learning and Individual Differences, 2010
The investment theory of Cattell supposes an influence of fluid on crystallized intelligence. The development of fluid intelligence largely depends on biological factors, of crystallized intelligence on fluid intelligence and environmental stimulation. To test this theory two contrasting samples representing a broad ability range were chosen, a…
Descriptors: Intelligence, Socioeconomic Status, Intervals, Intelligence Quotient
Quantitative and Qualitative Change in Children's Mental Rotation Performance
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Geiser, Christian; Lehmann, Wolfgang; Corth, Martin; Eid, Michael – Learning and Individual Differences, 2008
This study investigated quantitative and qualitative changes in mental rotation performance and solution strategies with a focus on sex differences. German children (N = 519) completed the Mental Rotations Test (MRT) in the 5th and 6th grades (interval: one year; age range at time 1: 10-11 years). Boys on average outperformed girls on both…
Descriptors: Females, Gender Differences, Males, Elementary School Students
Emotional Experiences during Test Taking: Does Cognitive Ability Make a Difference?
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Goetz, Thomas; Preckel, Franzis; Pekrun, Reinhard; Hall, Nathan C. – Learning and Individual Differences, 2007
This study examined test-related experiences of enjoyment, anger, anxiety, and boredom in a sample of 2059 German school students (50% female) from grade 6, and how they relate to students' abstract reasoning ability (ARA). Emotions were assessed immediately before, during, and after a mathematics achievement test. Analysis of variance showed that…
Descriptors: Mathematics Achievement, Academic Achievement, Achievement Tests, Ability Grouping