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Storek, Josephine; Furnham, Adrian – Learning and Individual Differences, 2013
Over 120 participants completed three timed intelligence tests, a self-estimated Domain Masculine (DMIQ) Intelligence scale, and a mindset "beliefs about intelligence" measure (Dweck, 2012) to examine correlates of the Hubris-Humility Effect (HHE) which shows males believe they are more intelligent than females. As predicted males gave…
Descriptors: Intelligence, Gender Differences, Beliefs, Intelligence Tests
Liu, Cheng-Hong – Learning and Individual Differences, 2012
Research has widely demonstrated that an incremental theory of intelligence is beneficial for students in achievement settings. The present study examined whether this theory can help students with high gelotophobia (i.e., the fear of being laughed at) confront challenges and clarified possible underlying processes. Theories of intelligence…
Descriptors: Intelligence, Fear, Priming, Academic Achievement
Self Estimates of General, Crystallized, and Fluid Intelligences in an Ethnically Diverse Population
Kaufman, James C. – Learning and Individual Differences, 2012
Self-estimated intelligence is a quick way to assess people's conceptions of their own abilities. Furnham (2001) and colleagues have used this technique to make comparisons across culture and gender and different approaches to intelligence (such as "g" or Multiple Intelligences). This study seeks to build on past work in two ways. First, a large,…
Descriptors: Multiple Intelligences, Hispanic Americans, Intelligence, Comparative Analysis
Kessels, Ursula; Steinmayr, Ricarda – Learning and Individual Differences, 2013
This study seeks to understand boys' lower academic success by analysing the relationship between sex, gender role self-concept, help seeking attitudes, and school performance in a sample of 182 German 11th grade students (83 girls, 99 boys), age 16. Grades at two points in time, intelligence test data, help-seeking attitudes, gender role…
Descriptors: Academic Achievement, Intelligence Tests, Sex Role, Intelligence
Putwain, David W.; Kearsley, Rebecca; Symes, Wendy – Learning and Individual Differences, 2012
Previous work has suggested that creativity self-beliefs show only small relations with academic achievement and may only be related to intrinsic, not extrinsic motivation. We set out to re-examine these relationships accounting for the multifaceted and process embedded nature of creativity self-beliefs and the full domain range of extrinsic…
Descriptors: Intelligence, Creativity, Incentives, Student Motivation
Zhao, Qin; Zhang, Jie; Vance, Kaleigh – Learning and Individual Differences, 2013
The current research examines whether and how beliefs about intelligence moderate the effects of expecting rapid feedback on exam performance. Thirty-six undergraduates participated in a field experiment with two between-subjects independent variables: anticipated feedback proximity and beliefs about intelligence. The results show that expecting…
Descriptors: Undergraduate Students, Beliefs, Intelligence, Feedback (Response)
Rozencwajg, Paulette; Fenouillet, Fabien – Learning and Individual Differences, 2012
In this experiment we studied the effect of goal setting on the strategies used to perform a block design task called SAMUEL. SAMUEL can measure many indicators, which are then combined to determine the strategies used by participants when solving SAMUEL problems. Two experimental groups were created: one group was given an explicit, difficult…
Descriptors: Experimental Groups, Intelligence, Instructional Design, Goal Orientation
Rosander, Pia; Backstrom, Martin – Learning and Individual Differences, 2012
The present study investigated the unique contribution of learning approaches to academic performance, also taking gender differences into account. The participant sample consisted of 476 school pupils (53% girls and 47% boys) from two upper secondary schools in Sweden who completed two self-reported measures related to personality and learning…
Descriptors: Academic Achievement, Females, Cognitive Ability, High School Students
Sparks, Richard L.; Patton, Jon; Ganschow, Leonore – Learning and Individual Differences, 2012
This retrospective study examined L1 achievement, intelligence, L2 aptitude, and L2 proficiency profiles of 208 students completing two years of high school L2 courses. A cluster analysis was performed to determine whether distinct cognitive and achievement profiles of more and less successful L2 learners would emerge. The results of…
Descriptors: Multivariate Analysis, Profiles, Language Skills, Second Language Learning
Yeniad, Nihal; Malda, Maike; Mesman, Judi; van IJzendoorn, Marinus H.; Pieper, Suzanne – Learning and Individual Differences, 2013
Empirical evidence on the association between the shifting component of executive functioning and academic performance is equivocal. In two meta-analyses children's shifting ability is examined in relation to their performance in math (k = 18, N = 2330) and reading (k = 16, N = 2266). Shifting ability was significantly and equally associated with…
Descriptors: Academic Achievement, Intelligence, Reading Skills, Mathematics Skills
Narli, Serkan; Ozgen, Kemal; Alkan, Huseyin – Learning and Individual Differences, 2011
The present study aims to identify the relationship between individuals' multiple intelligence areas and their learning styles with mathematical clarity using the concept of rough sets which is used in areas such as artificial intelligence, data reduction, discovery of dependencies, prediction of data significance, and generating decision…
Descriptors: Multiple Intelligences, Cognitive Style, Artificial Intelligence, Data Analysis
Calero, M. Dolores; Belen, Garcia-Martin M.; Robles, M. Auxiliadora – Learning and Individual Differences, 2011
In recent years, models of giftedness have incorporated personal and social variables which influence IQ, rather than taking IQ into account exclusively. Among the various options presented in this context, authors have proposed dynamic assessment techniques as a method for revealing the potential capacity in different groups, independently of the…
Descriptors: Middle Class, Gifted, Intelligence Quotient, Identification
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
Proyer, Rene T. – Learning and Individual Differences, 2011
The study examines the relation between subjectively assessed adult playfulness and psychometric and self-estimated intelligence in a sample of 254 students. As expected, playfulness existed widely independently from psychometric intelligence. Correlations pointed in the direction of higher expressive playfulness and numeric intelligence and lower…
Descriptors: Play, Intelligence, Academic Achievement, Self Concept
Miller, Robert; Rammsayer, Thomas H.; Schweizer, Karl; Troche, Stefan J. – Learning and Individual Differences, 2010
Several memory processes have been examined regarding their relation to psychometric intelligence with the exception of sensory memory. This study examined the relation between decay of iconic memory traces, measured with a partial-report task, and psychometric intelligence, assessed with the Berlin Intelligence Structure test, in 111…
Descriptors: Intelligence, Memory, Psychometrics, Correlation