Educational and Learning Capital as Predictors of General Intelligence and Scholastic Achievements

Autor/in	Paz-Baruch, Nurit
Titel	Educational and Learning Capital as Predictors of General Intelligence and Scholastic Achievements
Quelle	In: High Ability Studies, 31 (2020) 1, S.75-91 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2019.1586656
Schlagwörter	Academic Ability; Predictor Variables; Intelligence; Academic Achievement; Grade 5; Elementary School Students; Mathematics Tests; Intelligence Tests; Social Capital; Cultural Capital; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Prädiktor; Intelligenz; Klugheit; Schulleistung; School year 05; 5. Schuljahr; Schuljahr 05; Intelligence test; Intelligenztest; Sozialkapital
Abstract	The actiotope model of giftedness (AMG) highlights the interactions between the individual and the environment. Educational and learning capital (ELC) are essential resources that promote the development of excellence. The study objectives were to examine the contribution of educational capital (EC), learning capital (LC), and general intelligence (GI) to scholastic achievements (SA) of school age students, and to examine whether the effect of EC on GI and SA is mediated by LC. Two hundred, fifth grade, students completed GI and mathematical achievement tests. Teachers completed the teacher's checklist for each student participant and students' school grades in mathematics, science, language, and English were collected. Results demonstrated that GI, EC, and LC contributed, altogether, 80% to the prediction of SA, the contribution of LC being higher. Moreover, contribution of EC to SA was mediated by LC. The study corroborates the AMG by demonstrating that both the environment and the individual control the ability to reach excellence and giftedness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01