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Autor/inn/enVock, Miriam; Preckel, Franzis; Holling, Heinz
TitelMental Abilities and School Achievement: A Test of a Mediation Hypothesis
QuelleIn: Intelligence, 39 (2011) 5, S.357-369 (13 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0160-2896
DOI10.1016/j.intell.2011.06.006
SchlagwörterCognitive Ability; Logical Thinking; Short Term Memory; Creative Thinking; Academic Achievement; Adolescents; Structural Equation Models; Grade 7; Grade 8; Grade 9; Grade 10
AbstractThis study analyzes the interplay of four cognitive abilities--reasoning, divergent thinking, mental speed, and short-term memory--and their impact on academic achievement in school in a sample of adolescents in grades seven to 10 (N = 1135). Based on information processing approaches to intelligence, we tested a mediation hypothesis, which states that the complex cognitive abilities of reasoning and divergent thinking mediate the influence of the basic cognitive abilities of mental speed and short-term memory on achievement. We administered a comprehensive test battery and analyzed the data through structural equation modeling while controlling for the cluster structure of the data. Our findings support the notion that mental speed and short-term memory, as ability factors reflecting basic cognitive processes, exert an indirect influence on academic achievement by affecting reasoning and divergent thinking (total indirect effects: [beta] = 0.22 and 0.24, respectively). Short-term memory also directly affects achievement ([beta] = 0.22). (Contains 3 tables and 5 figures.) (As Provided).
AnmerkungenElsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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