Developing talents: A longitudinal examination of intellectual ability and academic achievement

2017 ◽  
Vol 28 (1) ◽  
pp. 7-28 ◽  
Author(s):  
D. Betsy McCoach ◽  
Huihui Yu ◽  
Allen W. Gottfried ◽  
Adele Eskeles Gottfried
Keyword(s):  
Academic Achievement ◽  
Intellectual Ability ◽  
Longitudinal Examination

Contribution of Intelligence and Cognitive-Affective Variables to University Grades among African, Indian, and White Engineering Students in South Africa

2005 ◽  
Vol 5 (1) ◽  
pp. 25-46 ◽  
Author(s):  
Mervyn Skuy ◽  
Melissa Skuy
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Engineering Students ◽  
Intellectual Ability ◽  
First Year ◽  
African Students ◽  
Affective Variables ◽  
African Group ◽  
Two Measures ◽  
Intelligence Test Scores

In previous studies significant differences in measured intelligence between African and non-African first year engineering students have been found. Intellectual ability was found to correlate with academic performance, and black studednts had higher dropout and failure rates and performed less well than did their non-African counterparts. Given the low magnitude (r = 0.3), albeit significant, of the correlation between intelligence and academic performance, the question arose of the role of non-intellective factors, relative to intelligence, in determining academic performance of engineering students at University. Accordingly, 93% (n=100) of the second year Chemical and Metallurgical Engineering class were assessed on two measures of intellectual ability, and on measures of self concept, motivation, study attitudes and strategies, anxiety, locus of control, and autonomy. Whereas the intelligence test scores of non-African students (n=36) were significantly higher than those of African students (n=64), this was not the case for any of the non-intellective measures, or for academic achievement. Moreover, although the intellectual measures did not yield significant correlations with academic achievement, certain of the non-intellective measures did, and were able to differentiate between high and low academic performers. This was particularly true for the African group, suggesting that non-intellective variables can contribute significantly to academic performance, particularly in mitigating the effects of lower IQ.

A Longitudinal Examination of the Link Between Youth Physical Fitness and Academic Achievement

2011 ◽  
Vol 81 (7) ◽  
pp. 400-408 ◽  
Author(s):  
Rebecca A. London ◽  
Sebastian Castrechini
Keyword(s):  
Academic Achievement ◽  
Physical Fitness ◽  
Longitudinal Examination

scholarly journals Longitudinal examination of relationships between problem behaviors and academic achievement in young adolescents

2011 ◽  
Vol 15 ◽  
pp. 3415-3421 ◽  
Author(s):  
Oksana Malinauskiene ◽  
Rimantas Vosylis ◽  
Rita Zukauskiene
Keyword(s):  
Academic Achievement ◽  
Problem Behaviors ◽  
Young Adolescents ◽  
Longitudinal Examination

scholarly journals A Longitudinal Examination of the Bidirectional Links Between Academic Achievement and Parent–Adolescent Conflict

2007 ◽  
Vol 29 (6) ◽  
pp. 762-779 ◽  
Author(s):  
Aryn M. Dotterer ◽  
Lesa Hoffman ◽  
Ann C. Crouter ◽  
Susan M. McHale
Keyword(s):  
Academic Achievement ◽  
Middle Class ◽  
Predominantly White ◽  
Relationship Quality ◽  
Adolescent Conflict ◽  
Math Grades ◽  
Longitudinal Examination ◽  
Middle Class Families ◽  
Reciprocal Associations

We examined reciprocal associations between parent-adolescent conflict and academic achievement over a 2-year period. Participants were mothers, fathers, and adolescents from predominantly White, working and middle class families ( N = 168). After accounting for previous academic achievement, parent—adolescent conflict predicted relative declines in academic achievement 2 years later. After controlling for relationship quality at Time 1, lower math grades predicted relative increases in parent-adolescent conflict 2 years later among families with less education.

scholarly journals Family and Ability Correlates of Academic Grades

2003 ◽  
Vol 92 (3) ◽  
pp. 858-860 ◽  
Author(s):  
Francisco-Juan García Bacete ◽  
Lidón Villanueva Badenes
Keyword(s):  
Academic Achievement ◽  
Parent Involvement ◽  
Social Status ◽  
Predictive Models ◽  
Intellectual Ability ◽  
Predictor Variables ◽  
Seventh Grade ◽  
Academic Grades

In a continuation of Marjoribanks' study (2001) of 150 seventh grade students, relationships among Family Social Status, Parent Involvement, Parent Cultural Level, Intellectual Ability, and Global Grades were examined. Analysis showed different predictive models for boys and girls. An important finding is that the predictor variables of grades are different from standardized academic achievement.

Correlations among Family Environment, Academic Achievement, and Academic Attainment in a Large Sample of Young Australian Adults

2005 ◽  
Vol 97 (2) ◽  
pp. 639-644
Author(s):  
Kevin Marjoribanks
Keyword(s):  
Academic Achievement ◽  
Longitudinal Data ◽  
Multiple Regression ◽  
Family Environment ◽  
Intellectual Ability ◽  
Academic Attainment ◽  
Family Influences ◽  
Follow Up Study ◽  
Shared Variance

In a set of interrelated Australian and Spanish investigations in 2001–2004, relationships were examined among intellectual ability, family environment, and academic achievement. This follow-up study used longitudinal data from young Australian adults (4,397 men, 4,703 women; M age = 20.2 yr., SD = 0.4), to investigate relationships among earlier academic achievement, family influences, and academic attainment. From multiple regression and commonality analyses the findings indicated that earlier achievement and family influences were important as separate variables in explaining differences in later academic attainment (18.6% and 14.8%, respectively, for men; 14.5% and 11.5%, respectively, for women). In addition, earlier achievement and family influences reinforced each other to account for additional shared variance (9.1% for men, 6.3% for women) in young Australian adults' academic attainment.

scholarly journals Predictors of academic achievement in higher education

2018 ◽  
Vol 1 (1-2) ◽  
pp. 168-188
Author(s):  
Cristina Tulbure
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Self Esteem ◽  
Self Control ◽  
Intellectual Ability ◽  
Personality Variables ◽  
The Relationship ◽  
Predictors Of Academic Achievement

In this study we investigated the relationship between academic achievement and the students' characteristics such as personality traits, learning motivation or intellectual ability. Our intention was to highlight possible predictors of academic achievement on the level of higher education. A sample­group of 284 pre-service teachers voluntarily participated in the study. The results showed a significant correlation between academic achievement and some personality variables such as conscientiousness, emotional stability, self­esteem and self-control. Moreover, intellectual ability and intrinsic motivation positively correlated with academic achievement, as shown in previous studies. Regression analysis further revealed that the most important predictors of academic achievement were intrinsic motivation, intelligence, self-control and self-esteem. Overall, it seems that identifying the predictors of academic achievement and wisely integrating them in the classroom setting could significantly improve the quality of instruction in higher education.

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