کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
7292731 | 1474247 | 2018 | 13 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Predictors of the IQ-achievement gap in France: A longitudinal analysis
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی تجربی و شناختی
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چکیده انگلیسی
Why do some children under-perform at school relative to their level of cognitive abilities? So far, previous studies on the topic have been conducted on cross-sectional data or have focused on a limited range of predictors. In this large longitudinal study on 23,258 French middle school students, we examined the relative effects of a wide range of contextual and individual factors on academic performance beyond the effect of non-verbal IQ. Data were analyzed using a structural equation modeling approach, cross-sectionally and longitudinally. Cross-sectional models revealed that self-efficacy, school environment, parental education and sex were the most predictive factors of achievement independently from non-verbal IQ (the latter being by far the best predictor). A longitudinal analysis showed that school environment and parental education also significantly affected progression between grade 6 (11-12â¯years old) and grade 9 (14-15â¯years old), while non-verbal IQ and other factors played a minor role.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Intelligence - Volume 69, JulyâAugust 2018, Pages 104-116
Journal: Intelligence - Volume 69, JulyâAugust 2018, Pages 104-116
نویسندگان
Ava Guez, Thelma Panaïotis, Hugo Peyre, Franck Ramus,