Predicting School Achievement from Cognitive and Non-Cognitive Variables in a Chinese Sample of Elementary School Children

Autor/inn/en	Lu, Liping; Weber, Heike S.; Spinath, Frank M.; Shi, Jiannong
Titel	Predicting School Achievement from Cognitive and Non-Cognitive Variables in a Chinese Sample of Elementary School Children
Quelle	In: Intelligence, 39 (2011) 2-3, S.130-140 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-2896
DOI	10.1016/j.intell.2011.02.002
Schlagwörter	Elementary School Students; Intelligence; Academic Achievement; Prediction; Short Term Memory; Grade 4; Cognitive Ability; Foreign Countries; Achievement Tests; Scores; Chinese; Mathematics Achievement; Student Motivation; Asians; China + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Schulleistung; Vorhersage; Kurzzeitgedächtnis; School year 04; 4. Schuljahr; Schuljahr 04; Denkfähigkeit; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; China; Chinesen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	The present study had two aims: First, to investigate the joint and specific roles of working memory (WM) and intelligence as predictors of school achievement. And second, to replicate and extend earlier findings (Spinath, Spinath, Harlaar, & Plomin, 2006) on the incremental validity of non-cognitive over cognitive abilities in the prediction of school achievement. The present sample consisted of N = 179 Chinese primary school children in the fourth grade. All measures including working memory (WM), intelligence and motivational items were assessed in class. Teachers provided test scores for the domains of Chinese and Math. We found that WM was a good predictor of school achievement and comparable in predictive power to intelligence. Together, cognitive ability including both WM and intelligence explained 17.8% and 36.4% of the variance in children's Chinese and Math scores, respectively. The relative importance of WM and intelligence varied with school domains with greater predictive power of WM for Math while intelligence explained a greater proportion of the variance in Chinese although the magnitude of this difference was only moderate. Domain-specific motivational constructs contributed only marginally to the prediction of school achievement for both Chinese and Math. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10