ACADEMIC PERFORMANCE AND COGNITIVE ABILITIES IN PRIMARY SCHOOL STUDENTS

2021 ◽  
pp. 51-64
Author(s):  
Olga S. Alekseeva ◽  
◽  
Irina E. Rzhanova ◽  
Viktoriya S. Britova ◽  
Yulia A. Burdukova ◽  
...  
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Processing Speed ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Intelligence Scale ◽  
Term Memory ◽  
Assessment Battery ◽  
Verbal Comprehension ◽  
The Impact

The study of the relationship between school performance and cognitive abilities was conducted. Cognitive abilities were assessed by using The Wechsler Intelligence Scale for Children Fifth Edition (WISC–V) and The Kaufman Assessment Battery for Children Second Edition (KABC–II). There are lots of works which show the existence of strong correlations between IQ and school marks. However, various studies demonstrate different results about correlations between academic performance in humanitarian sciences, physics and mathematics and verbal and spatial abilities. It should be considered that Russian researchers use outdated version of The Wechsler Intelligence Scale for Children to diagnose intelligence in most cases. This version contains only three scales: verbal intelligence, nonverbal intelligence and IQ. Considering this fact, evaluation of the impact of particular cognitive characteristics on academic performance become more difficult. The latest versions of The Wechsler Intelligence Scale for Children and The Kaufman Assessment Battery for Children were used in the present study. They contain next scales: verbal comprehension, visual-spatial index, short-term memory, long-term memory, working memory, processing speed, fluid intelligence. School marks in Russian language, mathematics, literature, English language and science were chosen to evaluate academic performance. 55 students of primary school took part in the study. It was found that data given by using the WISC–V had more correlations with school marks than data given by using the KABC–II. Main predictors of academic performance in almost all disciplines were verbal comprehension, processing speed and fluid intelligence.

Curricular Physical Activity and Academic Performance

1997 ◽  
Vol 9 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Roy J. Shephard
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Psychomotor Development ◽  
Release Time ◽  
Positive Health ◽  
School Students ◽  
The Impact

Advocates of quality daily physical education for prepubescent children frequently encounter the argument that such initiatives will harm academic progress. The impact of daily physical education upon the academic performance of primary school students is thus reviewed with particular reference to studies conducted in Vanves (France), Australia, and Trois Rivières (Québec). When a substantial proportion of curricular time (14–26%) is allocated to physical activity, learning seems to proceed more rapidly per unit of classroom time, so that academic performance matches, and may even exceed, that of control students. Children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem. Academic teachers may also favor the enhanced physical education program, creating “halo” effects, and the resulting release time may enhance their academic teaching. Irrespective of mechanisms, the implication for public policy is that daily required physical education can be introduced when a child enters primary school without compromising academic development. Given the importance of establishing positive health habits from an early age, school boards should be encouraged to follow a policy of required daily physical activity in primary schools. Evidence of specific benefit in students with learning disabilities remains less convincing.

Monte Carlo Modeling of Contemporary Intelligence Test (IQ) Factor Structure: Implications for IQ Assessment, Interpretation, and Theory

Assessment ◽  
2019 ◽  
pp. 107319111986982 ◽  
Author(s):  
Stefan C. Dombrowski ◽  
Ryan J. McGill ◽  
Grant B. Morgan
Keyword(s):  
Monte Carlo ◽  
Cognitive Abilities ◽  
Model Specification ◽  
Order Structure ◽  
General Factor ◽  
Intelligence Scale ◽  
Assessment Battery ◽  
Theories Of Intelligence ◽  
Factor Analytic ◽  
Woodcock Johnson

Researchers continue to debate the constructs measured by commercial ability tests. Factor analytic investigations of these measures have been used to develop and refine widely adopted psychometric theories of intelligence particularly the Cattell–Horn–Carroll (CHC) model. Even so, this linkage may be problematic as many of these investigations examine a particular instrument in isolation and CHC model specification across tests and research teams has not been consistent. To address these concerns, the present study used Monte Carlo resampling to investigate the latent structure of four of the most widely used intelligence tests for children and adolescents. The results located the approximate existence of the publisher posited CHC theoretical group factors in the Differential Abilities Scales–Second edition and the Kaufman Assessment Battery for Children–Second edition but not in the Wechsler Intelligence Scale for Children–Fifth edition or the Woodcock–Johnson IV Tests of Cognitive Abilities. Instead, the results supported alternative conceptualizations from independent factor analytic research. Additionally, whereas a bifactor model produced superior fit indices in two instruments (Wechsler Intelligence Scale for Children–Fifth edition and Woodcock–Johnson IV Tests of Cognitive Abilities), a higher order structure was found to be superior in the Kaufman Assessment Battery for Children–Second edition and the Differential Abilities Scales–Second edition. Regardless of the model employed, the general factor captured a significant portion of each instrument’s variance. Implications for IQ test assessment, interpretation, and theory are discussed.

scholarly journals Lecturers’ Professional Competency and Students’ Academic Performance in Indonesia Higher Education

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Arif Partono Prasetio ◽  
Elvira Azis ◽  
Darin Dindi Fadhilah ◽  
Anissa Fitri Fauziah
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Cognitive Abilities ◽  
Education Institution ◽  
Practical Experience ◽  
Competitive Environment ◽  
Professional Competency ◽  
Higher Education Institution ◽  
Mental Attitude ◽  
The Impact

In an increasingly competitive environment to provide better education, higher education institution should focus on improving the students’ academic performance. This performance embodied in student grade which then support the graduated student who search for jobs. Besides improving the mental attitude, higher education institution should also improve cognitive abilities. One of the important factors which can contribute in improving cognitive abilities is lecturer professional competencies. Lecturer should have a wide and deep knowledge regarding the courses they teach. They also should possess practical experience so their lesson more attractive. This study examined the impact of lecturers’ professional competency on students’ academic performance in higher education. The findings show that the professional competency do not have a significantly relation with students’ academic performance. The detail discussion provided with new insights of various factors which might relate to the performance.

Schooling

2019 ◽  
pp. 187-194
Author(s):  
Andrew E. Clark ◽  
Sarah Flèche ◽  
Richard Layard ◽  
Nattavudh Powdthavee ◽  
George Ward
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Schools ◽  
Well Being ◽  
School Teachers ◽  
Primary School Teachers ◽  
Whole School ◽  
The Impact ◽  
Huge Variation

This chapter investigates the impact of the different schools and teachers in the Avon area on the outcomes of the children they taught. It begins by investigating the role of the whole school in considering what difference it makes which school a child goes to. Here, primary and secondary schools have major effects on the emotional well-being of their children. The variation across schools in this regard is as large as the variation in their impact on academic performance. There is also a huge variation in the impact of individual primary school teachers on the emotional well-being and academic performance of their children. These effects of primary schools and teachers persist throughout the following five years and longer.

Neuropsychological profiles on the Weschler Adult Intelligence Scale (WAIS-IV) of individuals attending a long-term residential rehabilitation program for substance use problems

2021 ◽  
Author(s):  
Airlie Sullivan ◽  
Lauren Ann Monds ◽  
Warren Logge ◽  
Tristan Hurzeler ◽  
Kirsten Morley
Keyword(s):  
Mental Disorders ◽  
Processing Speed ◽  
Psychotic Disorders ◽  
Rehabilitation Program ◽  
Adult Intelligence Scale ◽  
Intelligence Scale ◽  
Verbal Comprehension ◽  
Residential Rehabilitation ◽  
Drug And Alcohol ◽  
Comorbid Mental Disorders

Background We aimed to examine the neuropsychological profiles on the Weschler Adult Intelligence Scale (WAIS-IV) of individuals attending a drug and alcohol rehabilitation program and determine the relationship between the multiple domains of cognitive functioning, comorbid mental disorders and treatment completion.Methods One hundred and ninety-six (N = 196) individuals from the Odyssey House Residential Rehabilitation Program, NSW, Australia between 2010-2016 were administered a structured interview including mental and substance use disorders and the Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI), and Processing Speed (PSI) domains of the WAIS-IV. Results Verbal Comprehension, Working Memory, and Processing Speed was below the mean relative to normative data derived from the standardisation of the WAIS-IV. Individuals with comorbid mental disorders also displayed significantly lower Verbal Comprehension relative to those without comorbid mental disorders (F = 4.56, p < 0.05). Comorbid psychotic disorders were particularly associated with poor Verbal Comprehension (p < 0.01). Treatment completion was significantly predicted by Verbal Comprehension (p < 0.05).Conclusions Verbal comprehension may be underlying poor treatment completion in drug and alcohol treatment rehabilitation settings. We also highlight an additional relationship between presence of comorbid psychotic disorders and poor verbal comprehension that may be of relevance in planning intervention programs during rehabilitation.

scholarly journals The impact of personality and self-efficacy on academic and military performance: The mediating role of self-efficacy

2015 ◽  
Vol 6 (1) ◽  
pp. 47-65 ◽  
Author(s):  
Thomas Hol Fosse ◽  
Robert Buch ◽  
Reidar Säfvenbom ◽  
Monica Martinussen
Keyword(s):  
Academic Performance ◽  
Cognitive Abilities ◽  
Self Efficacy ◽  
Big Five Personality ◽  
Military Performance ◽  
Efficacy Analysis ◽  
Mediating Role ◽  
And Performance ◽  
The Impact

Abstract In order to optimize recruitment and the overall outcome of educational programmes, it is crucial to understand personal determinants of achievement. While several cognitive abilities and skills individually predict performance in academic and professional settings, it is less clear how personality translates into performance. This study addresses the impact of the Big Five personality trait, conscientiousness, on academic performance and instructor performance ratings and examines the mediating role of self-efficacy. Analysis of longitudinal data (Time 1: n = 166 (conscientiousness); Time 2: n = 161 (self-efficacy); Time 3: n = 136 (military performance) and n = 156 (academic performance)) from three military academies in Norway showed that conscientiousness was related to both military and academic performance. Moreover, self-efficacy emerged as a partial mediator for the relationship between conscientiousness and performance.

scholarly journals The Impact of Bilingualism on Cognitive Functioning in Older Adults

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 295-296
Author(s):  
Hillary Rouse ◽  
Brent Small ◽  
John Schinka
Keyword(s):  
Older Adults ◽  
Executive Function ◽  
Cognitive Performance ◽  
Cognitive Abilities ◽  
Short Term Memory ◽  
English Speakers ◽  
Short Term ◽  
Term Memory ◽  
Neuropsychological Assessments ◽  
The Impact

Abstract Research on bilingualism has found inconsistent results regarding its potential benefit on the cognitive abilities of older adults. The goal of the current study was to evaluate differences in cognition on a wide array of neuropsychological assessments between monolingual and bilingual cognitively healthy older adults who specifically speak only English and/or Spanish. The sample included cognitively intact older adults who were either monolingual (n=247) English speakers or bilingual (n=42) in English and Spanish. Performance was compared between groups from a battery of neuropsychological assessments that measured executive function, attention, short-term memory, and episodic memory. Compared to English and Spanish bilinguals, monolingual English speakers performed significantly better on a variety of tasks within the domains of executive function, attention, and short-term memory. No significant differences were found in favor of the bilinguals on any domain of cognitive performance. In the present study, we failed to observe a significant advantage for English and Spanish bilingual speakers on the cognitive performance of older adults when compared to monolingual English speakers. This study suggests that the bilingual advantage may not be as robust as originally reported, and the effects of bilingualism on cognition could be significantly impacted by the languages included in the study.

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