Adolescents' (n = 342, 169 boys) general algebra and algebra word problems performance were assessed in 9th grade as were intelligence, academic achievement, working memory, and spatial abilities in prior grades. The adolescents reported on their academic attitudes and anxiety and their teachers reported on their in-class attentive behavior in 7th…

What drives socioeconomic success within a society? This study analyzes how late childhood intelligence, parental socioeconomic background, and gender relate to multiple dimensions of adult socioeconomic success (i.e., education, occupational status, and income). A particular focus is placed on education, which is considered as both an indicator…

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…

Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling--such as ability tracking or, more generally, school quality--can also influence intelligence. In this study, the authors analyzed intelligence gains in academic-…

The aim of this study on 42 seventh graders (ages 12-13) was to determine whether and to what extent students' metacognitive level is inked to their conceptualization and performance in problem solving at school, especially science problems. This hypothesis is supported by a number of studies showing that metacognition is a factor in learning. Two…