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Autor/in | Boman, Björn |
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Titel | The Influence of SES, Cognitive, and Non-Cognitive Abilities on Grades: Cross-Sectional and Longitudinal Evidence from Two Swedish Cohorts |
Quelle | In: European Journal of Psychology of Education, 38 (2023) 2, S.587-603 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0256-2928 |
DOI | 10.1007/s10212-022-00626-9 |
Schlagwörter | Foreign Countries; Elementary School Students; Grade 6; Grade 8; Socioeconomic Status; Grades (Scholastic); Cognitive Ability; Time Factors (Learning); Prior Learning; Academic Achievement; Sweden |
Abstract | It is well established that socioeconomic status, cognitive ability, and non-cognitive abilities such as self-efficacy are substantially associated with academic achievement. However, the specific relationships of these variables remain a relatively unexplored topic in regard to more recent and representative samples. The current study examined such relations by taking advantage of two cohorts (total N = 12,315) of Swedish students at the elementary (Grade 6) and lower-secondary school levels (Grade 8) in the compulsory school. The regression models showed that all three variables explained a substantial portion of grade variance, with cognitive ability having the strongest relationship, followed by non-cognitive abilities, and SES. Longitudinal associations, which accounted for previous academic achievement, showed that the three variables did still explain a substantial amount of grade variance. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |