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Does Academic and Social Self-Concept and Motivation Explain the Effect of Grading on Students' Achievement?
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Klapp, Alli – European Journal of Psychology of Education, 2018
The purpose of the study was to investigate if academic and social self-concept and motivation to improve in academic school subjects mediated the negative effect of summative assessment (grades) for low-ability students' achievement in compulsory school. In two previous studies, summative assessment (grading) was found to have a differentiating…
Descriptors: Academic Ability, Self Concept, Longitudinal Studies, Quasiexperimental Design
Intelligence, Socioeconomic Background, Emotional Capacity, and Level of Education as Predictors of Attained Socioeconomic Position in a Cohort of Swedish Men
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Sorjonen, Kimmo; Hemmingsson, Tomas; Lundin, Andreas; Falkstedt, Daniel; Melin, Bo – Intelligence, 2012
The question whether a person's attained socioeconomic position is mainly due to hers/his intelligence, socioeconomic background, or level of education, has sparked some controversy. In the present study, the effects of these three variables, as well as emotional capacity, on attained occupational position and on income were analyzed with…
Descriptors: Intelligence, Income, Structural Equation Models, Academic Achievement
Personality Traits and General Intelligence as Predictors of Academic Performance: A Structural Equation Modelling Approach
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Rosander, Pia; Backstrom, Martin; Stenberg, Georg – Learning and Individual Differences, 2011
The aim of the present study was to investigate the extent to which personality traits, after controlling for general intelligence, predict academic performance in different school subjects. Upper secondary school students in Sweden (N=315) completed the Wonderlic IQ test (Wonderlic, 1992) and the IPIP-NEO-PI test (Goldberg, 1999). A series of…
Descriptors: Personality Traits, Intelligence, Structural Equation Models, Academic Achievement
A Unifying Model for the Structure of Intellectual Abilities.
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Gustafsson, Jan-Eric. – Intelligence, 1984
This study was designed to test the reliability of five major models of the structure of cognitive abilities. A battery of 16 tests was administered to 1000 Swedish sixth graders. Based on the results, a three-level hierarchical LISREL-based model (the HILI-model) is suggested. (Author/EGS)
Descriptors: Cognitive Ability, Cognitive Tests, Factor Analysis, Factor Structure