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Direct linkArens, A. Katrin; Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Murayama, Kou; vom Hofe, Rudolf – Journal of Educational Psychology, 2017
This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from…
Descriptors: Mathematics Skills, Self Concept, Mathematics Tests, Standardized Tests
Watkins, Marley W.; Canivez, Gary L.; James, Trevor; James, Kate; Good, Rebecca – International Journal of School & Educational Psychology, 2013
Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children-Fourth U.K. Edition (WISC-IV[superscript UK]) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC-IV[superscript UK] have not yet been reported. This study examined the construct…
Descriptors: Construct Validity, Intelligence Tests, Children, Learning Disabilities
Guo, Jiesi; Marsh, Herbert W.; Morin, Alexandre J. S.; Parker, Philip D.; Kaur, Gurvinder – American Educational Research Journal, 2015
(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…
Descriptors: Longitudinal Studies, Academic Achievement, Educational Attainment, Academic Aspiration
Gubbels, Joyce; Segers, Eliane; Keuning, Jos; Verhoeven, Ludo – Gifted Child Quarterly, 2016
The theory of triarchic intelligence posits that, in addition to the widely acknowledged analytical reasoning abilities, creative and practical abilities should be included in the assessments of intellectual capacities and identification of gifted students. To find support for such an approach, the present study examined the psychometric…
Descriptors: Academically Gifted, Elementary School Students, Correlation, Factor Analysis
