Prediction of self-reported knowledge with over-claiming, fluid and crystallized intelligence and typical intellectual engagement.

Autor/inn/en	Hülür, Gizem; Wilhelm, Oliver; Schipolowski, Stefan
Titel	Prediction of self-reported knowledge with over-claiming, fluid and crystallized intelligence and typical intellectual engagement.
Quelle	In: Learning and individual differences, 21 (2011) 6, S. 742-746Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.09.006
Schlagwörter	Wissen; Fragebogen; Fragebogenerhebung; Intelligenz (Psy); Kognition; Kognitive Entwicklung; Kognitive Kompetenz; Selbsteinschätzung; Intelligenzmessung; Familie; Familiensituation; Familienstruktur; Schuljahr 09; Alltagswissen; Naturwissenschaften; Staatsbürgerkunde; Humanwissenschaften; Item
Abstract	We investigated the usefulness of the Over-Claiming Questionnaire (OCQ) as a measure of cognitive abilities. In OCQs respondents are asked to rate their familiarity with items of academic or everyday knowledge (Paulhus, Harms, Bruce, & Lysy, 2003). Some items exist in reality (reals), and others do not (foils). We developed four OCQs, each consisting of 40 reals and 8 foils from the domains of Science, Humanities and Civics. The OCQs were administered in a longitudinal rotation design to 112 participants who attended the 9th school grade at the beginning of the study. In latent variable regression analyses 53% of variation in the reals could be explained by fluid and crystallized intelligence and over-claiming as indicated by responses to foils. Further variation in responses to reals and foils was explained by intellectual engagement. Our results show that self-reported knowledge, although positively related to measures of ability, to a large extent reflects over-claiming. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1