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Hasani, Nazyktere; Xhomara, Nazmi – International Journal of Learning and Change, 2022
The study aimed to investigate the relationship between verbal and mathematical intelligences, visual and auditory learning styles and students' achievements, as well as the impact of verbal and mathematical intelligences, and visual and auditory learning styles on students' achievements. A non-equivalent control group post-test-only…
Descriptors: Multiple Intelligences, Verbal Ability, Mathematics Skills, Cognitive Style
Olga Steinberg; Stefan Kulakow; Diana Raufelder – European Journal of Psychology of Education, 2024
Stage-Environment Fit Theory underlines the role of learning environments and their match with students' needs as crucial for students' motivation and learning. This study explores the mediation role of goal orientations in the interplay of academic self-concept and achievement in mathematics and verbal domains in student-directed and…
Descriptors: Secondary School Students, Foreign Countries, Academic Achievement, Self Concept
Giuseppe Iandolo; Miguel Aroca-Salom; Ángeles Esteban; Gustavo Gonzalez-Cuevas; Cristina Alonso-Campuzano – SAGE Open, 2024
During childhood, teachers' perception of students' behavioral and academic performance, as well as storytelling and verbal fluency are of special relevance for reaching cognitive developmental milestones. However, little is still known about the interplay between these factors for students' success. This investigation aimed at exploring narrative…
Descriptors: Language Fluency, Verbal Ability, Story Telling, Teacher Attitudes
Alfaro-Cárdenas, Pedro; Guimet, Marisut; Malaspina, Martín – Electronic Journal of Research in Educational Psychology, 2022
Introduction: In Peru, there are few studies that include individual differences between students to explain their academic performance at the beginning of formal schooling. For that reason, the aim of the present study was to predict the perceived academic performance of a group of students based on the following variables: effortful control (EC)…
Descriptors: Foreign Countries, Elementary School Students, Socioeconomic Status, Disadvantaged
Ye, Lin; Xia, Xiaolin; Jiang, Peiye; Jiang, Ting; Liu, Yangyang – Comunicar: Media Education Research Journal, 2021
In this study, we investigate the mediating effects of children's Internet use on the relationship between family socioeconomic status and their academic achievement, and whether the mediating effects vary across different academic subjects. We used the data from the China Family Panel Studies on the socioeconomic status of children's families,…
Descriptors: Internet, Computer Use, Children, Correlation
Karimova, Könül; Csapó, Beno – SAGE Open, 2021
Most researchers have studied students' academic self-concept within native language and mathematics, indicating the multidimensional nature of academic self-concept. However, there is a shortage of studies that examined the twofold multidimensional structure of verbal self-concept within the internal/external frame of reference (I/E) model of two…
Descriptors: Foreign Countries, Middle School Students, Grade 8, Self Concept
Austerberry, Chloe; Fearon, Pasco; Ronald, Angelica; Leve, Leslie D.; Ganiban, Jody M.; Natsuaki, Misaki N.; Shaw, Daniel S.; Neiderhiser, Jenae M.; Reiss, David – Child Development, 2022
Intellectual performance is highly heritable and robustly predicts lifelong health and success but the earliest manifestations of genetic effects on this asset are not well understood. This study examined whether early executive function (EF) or verbal performance mediate genetic influences on subsequent intellectual performance, in 561 U.S.-based…
Descriptors: Child Development, Intelligence, Genetics, Executive Function
Jacqueline M. Caemmerer; Stephanie Ruth Young; Danika Maddocks; Natalie R. Charamut; Eunice Blemahdoo – Journal of Psychoeducational Assessment, 2024
In order to make appropriate educational recommendations, psychologists must understand how cognitive test scores influence specific academic outcomes for students of different ability levels. We used data from the WISC-V and WIAT-III (N = 181) to examine which WISC-V Index scores predicted children's specific and broad academic skills and if…
Descriptors: Predictor Variables, Academic Achievement, Intelligence Tests, Children
Hacatrjana, Liena; Graustina, Rita – European Journal of Educational Research, 2022
The longitudinal changes of the average grades in four study semesters before and during the COVID-19 pandemic and distance learning are presented in the current study. 11th grade students' (n=586; age M=17.38, SD=0.53) average grades were assessed, as well as their verbal and non-verbal reasoning abilities, and self-evaluations of problem-solving…
Descriptors: High School Students, COVID-19, Pandemics, Distance Education
Razumnikova, Olga; Bakaev, Maxim – Journal of Intelligence, 2022
Despite the lasting interest towards the relationship between intelligence and creativity, comparably less attention is paid to its age-related changes. Our paper considers the organization of fluid intelligence and psychometric indicators of creativity and is based on the experimental data obtained for children aged 11 (n = 99) and for young…
Descriptors: Creativity, Intelligence, Elementary School Students, College Freshmen
Deer, LillyBelle K.; Hastings, Paul D.; Hostinar, Camelia E. – Child Development, 2020
This study utilized data from the Avon Longitudinal Study of Parents and Children (N = 14,860) to examine whether early-life family income (age 0-5) predicted long-term academic achievement (age 16-18) and to investigate the role of executive function (EF) assessed multiple times across age 7-11 in explaining this association. Task-based EF was a…
Descriptors: Family Income, Academic Achievement, Predictor Variables, Young Children
Albert, W. Dustin; Hanson, Jamie L.; Skinner, Ann T.; Dodge, Kenneth A.; Steinberg, Laurence; Deater-Deckard, Kirby; Bornstein, Marc H.; Lansford, Jennifer E. – Developmental Science, 2020
Children from families with low socioeconomic status (SES) earn lower grades, perform worse on achievement tests, and attain less education on average than their peers from higher-SES families. We evaluated neurocognitive mediators of SES disparities in achievement in a diverse sample of youth whose data were linked to administrative records of…
Descriptors: Individual Differences, Executive Function, Middle School Students, Academic Achievement
Marsh, Herbert W.; Pekrun, Reinhard; Lüdtke, Oliver – Educational Psychology Review, 2022
Much research shows academic self-concept and achievement are reciprocally related over time, based on traditional longitudinal data cross-lag-panel models (CLPM) supporting a reciprocal effects model (REM). However, recent research has challenged CLPM's appropriateness, arguing that CLPMs with random intercepts (RI-CLPMs) provide a more robust…
Descriptors: Self Concept, Grades (Scholastic), Gender Differences, Mathematics Achievement
Anazia, Innocent Uche – IAFOR Journal of Education, 2019
This study examined the predictive power of quantitative and verbal aptitudes on the performance of senior secondary school students in Economics. The study arose from the poor performance of students in the Senior School Certificate Examination and the General Certificate in Education Economics. The study adopted descriptive survey research…
Descriptors: High School Students, Verbal Ability, Economics, Private Schools
Marks, Gary N. – Educational Research and Evaluation, 2020
Most studies on the relationship between students' socioeconomic status (SES) and student achievement assume that its effects are sizable and causal. A large variety of theoretical explanations have been proposed. However, the SES-achievement association may reflect, to some extent, the inter-relationships of parents' abilities, SES, children's…
Descriptors: Socioeconomic Status, Academic Achievement, Causal Models, Ability