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Florencia Stelzer; Santiago Vernucci; Yesica Aydmune; Macarena del Valle; María Laura Andres; Isabel María Introzzi – European Journal of Psychology of Education, 2024
The aim of this study was to analyze the joint, relative, and unique predictive value of students' prior knowledge of mathematics (knowledge of fractions and ability to divide natural numbers) and general cognitive ability (fluid intelligence and working memory) upon general mathematics achievement in the last year of primary school. Seventy-five…
Descriptors: Mathematics Achievement, Elementary School Students, Thinking Skills, Prior Learning
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Zaric, Jelena; Hasselhorn, Marcus; Nagler, Telse – European Journal of Psychology of Education, 2021
It is widely accepted that general intelligence and phonological awareness contribute to children's acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of…
Descriptors: Orthographic Symbols, Knowledge Level, Predictor Variables, Reading Skills
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Rademacher, Annika – Journal of Research in Childhood Education, 2022
The important role of early self-regulation skills has been repeatedly demonstrated in research. However, there is a lack of studies that have simultaneously examined the influence of hot and cool self-regulation skills on school performance and behavior problems in a longitudinal design from preschool to elementary school and controlling…
Descriptors: Longitudinal Studies, Self Control, Academic Achievement, Behavior Problems
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Fejzo, Anila – Reading and Writing: An Interdisciplinary Journal, 2021
The present study examines the concurrent relationship between morphological awareness and vocabulary breadth and depth after accounting for the effect of other potential contributors. A sample of French-speaking fourth-grade children who spoke either French at home (L1) (n = 55) or another language (L2) (n = 85) completed a number of tests…
Descriptors: Morphology (Languages), Vocabulary Development, French, Elementary School Students
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Paz-Baruch, Nurit – High Ability Studies, 2020
The actiotope model of giftedness (AMG) highlights the interactions between the individual and the environment. Educational and learning capital (ELC) are essential resources that promote the development of excellence. The study objectives were to examine the contribution of educational capital (EC), learning capital (LC), and general intelligence…
Descriptors: Academic Ability, Predictor Variables, Intelligence, Academic Achievement
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Gray, Shelley I.; Levy, Roy; Alt, Mary; Hogan, Tiffany P.; Cowan, Nelson – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The purpose of this study was to use an established model of working memory in children to predict an established model of word learning to determine whether working memory explained word learning variance over and above the contributions of expressive vocabulary and nonverbal IQ. Method: One hundred sixty-seven English-speaking second…
Descriptors: Short Term Memory, Vocabulary, Expressive Language, Intelligence
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Simpson, Ian Craig; Moreno-Pérez, Francisco Javier; Rodríguez-Ortiz, Isabel de los Reyes; Valdés-Coronel, Marta; Saldaña, David – Reading and Writing: An Interdisciplinary Journal, 2020
Reading comprehension is a complex task requiring many underlying skills. Syntactic awareness and morphological awareness are two such skills that have been shown to be related to reading comprehension. However, the majority of studies have been carried out in English, and very few have explored these skills in monolingual Spanish speaking…
Descriptors: Morphology (Languages), Syntax, Reading Comprehension, Spanish Speaking
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Nikolic, Mirjana; Cvijetic, Maja – Research in Pedagogy, 2023
Although numerous studies show that intelligence, measured by various tests, is a significant predictor of school achievement, this cognitive variable can only explain about 50% of the variance. It is also known that communicative language ability represents an important basis for learning subject content in the early period of formal education.…
Descriptors: Intelligence, Communicative Competence (Languages), Elementary School Students, Grade 5
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Decker, Scott L.; Strait, Julia Englund; Roberts, Alycia M.; Wright, Emma Kate – Contemporary School Psychology, 2018
Although the empirical relationship between general intelligence and academic achievement is well established, that between specific cognitive abilities and achievement is less so. This study investigated the relationships between specific Cattell-Horn-Carroll (CHC) cognitive abilities and reading comprehension across a large sample of children…
Descriptors: Reading Comprehension, Correlation, Intelligence, Academic Achievement
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Harder, Bettina; O'Reilly, Colm; Debatin, Tobias – Journal for the Education of the Gifted, 2018
Intelligence is a well-supported predictor of school achievement, however, it refers only to the cognitive facet of learning determinants. The aim of this article is to contrast the predictive properties of two comprehensive concepts developed within the actiotope model of giftedness (AMG) with that of intelligence. These concepts are educational…
Descriptors: Intelligence, Predictor Variables, Academic Achievement, Intelligence Tests
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Morris, Su; Farran, Emily K.; Dumontheil, Iroise – Mind, Brain, and Education, 2019
Field independence describes the extent to which individuals are influenced by context when trying to identify embedded targets. It associates with cognitive functioning and is a predictor of academic achievement. However, little is known about the neural and cognitive underpinnings of field independence that lead to these associations. Here, we…
Descriptors: Cognitive Style, Age Differences, Cognitive Processes, Mathematics Tests
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Kanerva, Kaisa; Kiistala, Ilkka; Kalakoski, Virpi; Hirvonen, Riikka; Ahonen, Timo; Kiuru, Noona – Applied Cognitive Psychology, 2019
Cognitive assessment in natural group settings facilitates data collection but poses threats to the validity. In this study, tablet-based working memory (WM) tasks, the counting span, and reading span were used in predicting 12-year-old children's (N = 837) scholastic skills and fluid intelligence in a classroom with environmental noise. WM tasks…
Descriptors: Short Term Memory, Handheld Devices, Cognitive Measurement, Predictor Variables
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Lechuga, M. Teresa; Pelegrina, Santiago; Pelaez, Jose L.; Martin-Puga, M. Eva; Justicia, M. Jose – Educational Psychology, 2016
There is growing evidence supporting the importance of executive functions, and specifically working memory updating (WMU), for children's academic achievement. This study aimed to assess the specific contribution of updating to the prediction of academic performance. Two updating tasks, which included different updating components, were…
Descriptors: Short Term Memory, Predictor Variables, Academic Achievement, Grade 4
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Wüstenberg, Sascha; Stadler, Matthias; Hautamäki, Jarkko; Greiff, Samuel – Technology, Knowledge and Learning, 2014
Education in the twenty-first century must prepare students to meet the challenges of a dynamic and interconnected world. However, assessment of students' skills tends to focus primarily on static tasks. Therefore, it is not known whether knowledge about successful strategies displayed on static tasks can be transferred to interactive and dynamic…
Descriptors: Foreign Countries, Problem Solving, Learning Strategies, Science Process Skills
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Suchodoletz, Antje; Larsen, Ross A. A.; Gunzenhauser, Catherine; Fäsche, Anika – British Journal of Educational Psychology, 2015
Background: Educational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes. Aims: The study aimed to investigate (1) the relative…
Descriptors: Foreign Countries, Reading Skills, Spelling, Student Characteristics
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