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How Many Pathways Underlie Socioeconomic Differences in the Development of Cognition and Achievement?
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Tucker-Drob, Elliot M. – Learning and Individual Differences, 2013
Children whose parents are more highly educated enjoy greater age-linked gains in cognitive abilities and academic achievement. Different researchers have typically focused on different outcomes, and the extent to which parental education relates to multiple child outcomes via a single developmental pathway has received little empirical attention.…
Descriptors: Academic Achievement, Cognitive Ability, Age Differences, Cognitive Development
Attention Problems, Phonological Short-Term Memory, and Visuospatial Short-Term Memory: Differential Effects on Near- and Long-Term Scholastic Achievement
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Sarver, Dustin E.; Rapport, Mark D.; Kofler, Michael J.; Scanlan, Sean W.; Raiker, Joseph S.; Altro, Thomas A.; Bolden, Jennifer – Learning and Individual Differences, 2012
The current study examined individual differences in children's phonological and visuospatial short-term memory as potential mediators of the relationship among attention problems and near- and long-term scholastic achievement. Nested structural equation models revealed that teacher-reported attention problems were associated negatively with…
Descriptors: Remedial Programs, Structural Equation Models, Academic Failure, Academic Achievement
How Object, Situation and Personality Shape Human Attitude in Learning: An Activity Perspective and a Multilevel Modeling Approach
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Sun, Jun – Learning and Individual Differences, 2009
Based on Activity Theory, this article examines attitude formation in human learning as shaped by the experiences of individual learners with various learning objects in particular learning contexts. It hypothesizes that a learner's object-related perceptions, personality traits and situational perceptions may have different relationships with the…
Descriptors: Personality Traits, Structural Equation Models, Personality, Attitudes
Personal Capacity Building for the Human Services: The Roles of Curriculum and Individual Differences in Predicting Self-Concept in College/University Students
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Parker, Philip D.; Martin, Andrew J. – Learning and Individual Differences, 2008
While much research has outlined the importance of intra-psychic factors in predicting workplace success, it is rare that attention is given to the development of these factors in training for human service professions (e.g. psychology, clergy, nursing). Accordingly, the present study explores differences in self-concept, a key intra-psychic…
Descriptors: Human Services, Structural Equation Models, Personality Traits, Personality Measures
Little More than Personality: Dispositional Determinants of Test Anxiety (the Big Five, Core Self-Evaluations, and Self-Assessed Intelligence)
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Chamorro-Premuzic, Tomas; Ahmetoglu, Gorkan; Furnham, Adrian – Learning and Individual Differences, 2008
This study attempted a hierarchical integration of several dispositional determinants of test anxiety (TA) [Sarason, I.G. (1984). "Stress, anxiety and cognitive interference: Reactions to tests." "Journal of Personality and Social Psychology," 46, 929-938.], namely the Big Five personality traits [Costa, P.T. Jr., & McCrae,…
Descriptors: Personality Traits, Individual Differences, Psychological Evaluation, Structural Equation Models
Longitudinal Genetic Study of Verbal and Nonverbal IQ from Early Childhood to Young Adulthood
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Hoekstra, Rosa A.; Bartels, Meike; Boomsma, Dorret I. – Learning and Individual Differences, 2007
In a longitudinal genetic study we explored which factors underlie stability in verbal and nonverbal abilities, and the extent to which the association between these abilities becomes stronger as children grow older. Measures of verbal and nonverbal IQ were collected in Dutch twin pairs at age 5, 7, 10, 12 and 18 years. The stability of both…
Descriptors: Twins, Intervals, Structural Equation Models, Intelligence Quotient