In 2013, Drs Allen and Adele Gottfried shared the Fullerton longitudinal data with us. The data provided a unique opportunity to investigate the intellectual development and the longitudinal relation between intelligence and academic achievement. Previous studies have seldom addressed the latent nature of intelligence and academic achievement.…

(This study examines the directionality of the associations among cognitive assets (IQ, academic achievement), motivational beliefs (academic self-concept, task values), and educational and occupational aspirations over time from late adolescence (Grade 10) into early adulthood (5 years post high school). Participants were from a nationally…

Research Findings: This study examined concurrent associations between family sociodemographic risk, self-regulation, and early literacy and mathematics in young children from Azores, Portugal (N = 186). Family sociodemographic risk was indexed by low maternal education, low family income, and low occupational status. Behavioral aspects of…

Socioeconomic status (SES) is a well-known predictor of cognitive achievement and executive functioning, although the underlying cognitive mediating processes remain unclear. The authors analyze the association between different socioeconomic indicators and the executive functions (EF) of schoolchildren and the possible cognitive mediating factors…

Recent handbooks of giftedness or expertise propose a plethora of conceptions on the development of excellent performance but, to our knowledge, there are no comparative studies that provide empirical evidence of their validity to guide researchers and practitioners in their adoption of a particular conception. This study sought to close that gap…

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…

We examine the prediction of individuals' educational and occupational success at age 48 from contextual and personal variables assessed during their middle childhood and late adolescence. We focus particularly on the predictive role of the parents' educational level during middle childhood, controlling for other indices of socioeconomic status…

This study investigated a measurement model of personality resilience and the contribution of personality resilience to lower achieving first grade students' academic achievement. Participants were 445 ethnically diverse children who at entrance to first grade scored below their school district median on a test of literacy. Participants were…

Background: There is uncertainty about the extent to which mildly sub-optimal perinatal characteristics among individuals born near-term (greater than 33 weeks of gestation) are associated with various subsequent childhood problems, including antisocial behavior. There is even more uncertainty about whether the pathway to antisocial behavior…

A developmental cascade model linking competence and symptoms was tested in a study of a normative, urban school sample of 205 children (initially 8 to 12 years old). Internalizing and externalizing symptoms and academic competence were assessed by multiple methods at the study outset and after 7, 10, and 20 years. A series of nested cascade…