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Dorfman, Leonid; Kalugin, Alexey; Mishkevich, Arina – International Society for Technology, Education, and Science, 2021
The commonality is one of underlying conditions that provide the individual-intellectual integrations. Three forms identify the commonality. The first is the causal commonality, the second is the generalizing commonality, third is the intertwining commonality. Confirmatory one- and two- factor analysis (CFA) and path analysis (PA) specified the…
Descriptors: Undergraduate Students, Factor Analysis, Individual Characteristics, Attribution Theory
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Huang, Xiaoxia; Zhang, Jie; Hudson, Laura – European Journal of Psychology of Education, 2019
This study tested a proposed model consisting of mathematics anxiety, mathematics self-efficacy, and implicit theories of intelligence in predicting mathematics and science career interest in middle school students, while controlling for student math level. One hundred fifty-two seventh-grade students in a middle school in the USA participated in…
Descriptors: Mathematics Skills, Mathematics Anxiety, Self Efficacy, Gender Differences
Piselli, Katherine D. – ProQuest LLC, 2017
Math fluency, which refers to the ability to solve single digit arithmetic problems quickly and accurately, is a foundational mathematical skill. Recent research has examined the role of phonological processing, executive control, and number sense in explaining differences in math fluency performance in school-aged children. Identifying the links…
Descriptors: Cognitive Ability, Mathematics Achievement, Intelligence, Mathematics Instruction
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Georgiou, George K.; Das, J. P. – Journal of Research in Reading, 2014
We examined how Planning, Attention, Simultaneous and Successive (PASS) processes predict reading comprehension in a sample of university students (Study 1) and what PASS processes distinguish adults with and without reading difficulties (Study 2). In Study 1, 128 university students were tested on Das-Naglieri Cognitive Assessment System, reading…
Descriptors: Reading Comprehension, College Students, Reading Difficulties, Reading Fluency
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Thorsen, Cecilia; Gustafsson, Jan-Eric; Cliffordson, Christina – British Journal of Educational Psychology, 2014
Background: Cattell's "Gf-Gc" distinction is quite generally recognized. However, the developmental part of the "Gf-Gc" theory of intelligence has not gained the same recognition. Results are inconsistent, but recent discussions emphasize the importance of homogeneity of samples with regard to education and language when…
Descriptors: Path Analysis, Structural Equation Models, Intelligence, Skill Development
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Aditomo, Anindito – International Journal of Educational Psychology, 2015
It is important to understand why some students are able to bounce back following setbacks, while others become de-motivated and suffer negative consequences. This study tests a model which places students' beliefs about ability (Dweck & Leggett, 1988) as a key factor which may influence students' motivational response to setbacks and…
Descriptors: Foreign Countries, College Students, Student Motivation, Student Surveys
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Rindermann, Heiner; Flores-Mendoza, Carmen; Woodley, Michael A. – Intelligence, 2012
The social sciences have traditionally assumed that education is a major determinant of citizens' political orientations and behavior. Several studies have also shown that intelligence has an impact. According to a theory that conceptualizes intelligence as a "burgher" (middle-class, civil) phenomenon--intelligence should promote civil…
Descriptors: Intelligence, Political Attitudes, Opinions, Educational Attainment
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Burgess, Gregory C.; Gray, Jeremy R.; Conway, Andrew R. A.; Braver, Todd S. – Journal of Experimental Psychology: General, 2011
Fluid intelligence (gF) and working memory (WM) span predict success in demanding cognitive situations. Recent studies show that much of the variance in gF and WM span is shared, suggesting common neural mechanisms. This study provides a direct investigation of the degree to which shared variance in gF and WM span can be explained by neural…
Descriptors: Intelligence, Short Term Memory, Brain, Executive Function
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Spengler, Marion; Brunner, Martin; Damian, Rodica I.; Lüdtke, Oliver; Martin, Romain; Roberts, Brent W. – Developmental Psychology, 2015
Drawing on a 2-wave longitudinal sample spanning 40 years from childhood (age 12) to middle adulthood (age 52), the present study was designed to examine how student characteristics and behaviors in late childhood (assessed in Wave 1 in 1968) predict career success in adulthood (assessed in Wave 2 in 2008). We examined the influence of parental…
Descriptors: Longitudinal Studies, Student Characteristics, Student Behavior, Predictor Variables
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Maguire-Jack, Kathryn; Gromoske, Andrea N.; Berger, Lawrence M. – Child Development, 2012
Using data from the Fragile Families and Child Wellbeing Study (N = 3,870) and cross-lagged path analysis, the authors examined whether spanking at ages 1 and 3 is adversely associated with cognitive skills and behavior problems at ages 3 and 5. The authors found spanking at age 1 was associated with a higher level of spanking and externalizing…
Descriptors: Behavior Problems, Child Welfare, Path Analysis, Child Development
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Jones, Martin H.; McMichael, Stephanie N. – International Journal of Educational Psychology, 2015
Previous work examines the relationships between personality traits and intrinsic/extrinsic motivation. We replicate and extend previous work to examine how personality may relate to achievement goals, efficacious beliefs, and mindset about intelligence. Approximately 200 undergraduates responded to the survey with a 150 participants replicating…
Descriptors: Undergraduate Students, Personality Traits, Learning Motivation, Replication (Evaluation)
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Abd-El-Fattah, Sabry M.; AL-Nabhani, Hilal Z. – Australian Journal of Educational & Developmental Psychology, 2012
This study examined the relationships among implicit self-theories, achievement goals, and academic delay of gratification. Do achievement goals mediate the relationship between implicit self-theories and academic delay of gratification? A sample of 195 Omani high school students rated themselves on three measures tapping these constructs. A path…
Descriptors: Path Analysis, Delay of Gratification, College Students, Intelligence
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Shi, Baoguo; Lu, Yongli; Dai, David Yun; Lin, Chongde – Creativity Research Journal, 2013
In this study, 909 5th- and 6th-grade children were recruited as participants, and questionnaires were used to investigate the relationships between migration to urban settings and children's creative inclinations. The study was broken down to 2 parts. Study 1 compared scores on measures of creative inclinations among migrant, rural, and urban…
Descriptors: Creativity, Children, Grade 5, Grade 6
Hossein, Mahdian; Asadzadeh, Hassan; Shabani, Hassan; Ahghar, Ghodsi; Ahadi, Hassan; Shamir, Abootaleb Seadatee – Journal of Invitational Theory and Practice, 2011
The purpose of the present study is to examine the role of Invitational Education and intelligence beliefs in the academic performance of high school students. The research population comprised all male and female students studying at high schools in the academic year of 2009-2010 in Kashmar, a city in Iran. Selected through multi-stage random…
Descriptors: Intelligence, High Schools, Grade Point Average, Academic Achievement
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Greiff, Samuel; Wustenberg, Sascha; Molnar, Gyongyver; Fischer, Andreas; Funke, Joachim; Csapo, Beno – Journal of Educational Psychology, 2013
Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the nature of CPS by applying a state-of-the-art approach to assess CPS in high school. We analyzed whether two processes derived from cognitive…
Descriptors: Foreign Countries, Problem Solving, Difficulty Level, Elementary Secondary Education
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