Relative Importance of Intelligence and Ability Self-Concept in Predicting Test Performance and School Grades in the Math and Language Arts Domains

Autor/inn/en	Lauermann, Fani; Meißner, Anja; Steinmayr, Ricarda
Titel	Relative Importance of Intelligence and Ability Self-Concept in Predicting Test Performance and School Grades in the Math and Language Arts Domains
Quelle	In: Journal of Educational Psychology, 112 (2020) 2, S.364-383 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000377
Schlagwörter	Intelligence; Self Concept; German; Mathematics Tests; Standardized Tests; Comparative Analysis; Correlation; Academic Achievement; Grades (Scholastic); Grade 8; Mathematics Achievement; Predictor Variables; Gender Differences; Socioeconomic Status; Immigration; Track System (Education); Student Characteristics; Secondary School Students; Academic Ability; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Selbstkonzept; Deutscher; Standadised tests; Standardisierter Test; Korrelation; Schulleistung; Notenspiegel; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Leistungsgruppe; Leistungsdifferenzierung; Sekundarschüler; Ausland; Deutschland
Abstract	Students' intelligence and self-concept of ability are critical predictors of school achievement. However, studies focusing on the relative importance of both achievement predictors have produced mixed results. To clarify these inconsistencies, the present study investigated whether the relative predictive power of students' intelligence and ability self-concept differs depending on the achievement indicator at hand (standardized test performance vs. school grades) and the achievement domain (math vs. language arts). Data from 1,067 German 8th graders were analyzed using multilevel structural equation modeling. Our results showed that students' intelligence was the best unique predictor of standardized test performance in math, but its predictive power for students' test performance in German was comparable with the predictive effects of students' ability self-concept in this domain. Students' domain-specific ability self-concept emerged as the best predictor of students' grades in both math and German. Commonality analyses revealed greater overlap between students' intelligence and self-concept in math than in the verbal domain. Finally, analyses of compositional effects indicated that having classmates with comparatively high intelligence positively predicted students' standardized test performance in both math and German, controlling for individual intelligence, but did not significantly predict students' grades. Students' gender, socioeconomic status (SES), immigration background, and academic track level were included as covariates in these analyses. The present study underscores the importance of considering different achievement indicators in analyses of the cognitive and motivational underpinnings of student achievement across academic domains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01