What "No Child Left Behind" Leaves behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades

Autor/inn/en	Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli
Titel	What "No Child Left Behind" Leaves behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades
Quelle	In: Journal of Educational Psychology, 104 (2012) 2, S.439-451 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0026280
Schlagwörter	Academic Achievement; Intelligence; Grades (Scholastic); Report Cards; Homework; Achievement Tests; Standardized Tests; Public Policy; Middle School Teachers; Federal Legislation; Student Evaluation; Self Control; Scores; Problem Solving; Predictive Validity; Longitudinal Studies; Student Behavior; Teaching Methods; Study Habits; Measures (Individuals); Parent Attitudes; Teacher Attitudes; Structural Equation Models; Social Skills Rating System + Suchen Sie Ihr Suchwort? Schulleistung; Intelligenz; Klugheit; Notenspiegel; Berichtszeugnis; Hausaufgabe; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Öffentliche Ordnung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Bundesrecht; Schulnote; Studentische Bewertung; Selbstbeherrschung; Problemlösen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Study behavior; Study behaviour; Studienverhalten; Messdaten; Elternverhalten; Lehrerverhalten
Abstract	The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In particular, we suggest that intelligence helps students learn and solve problems independent of formal instruction, whereas self-control helps students study, complete homework, and behave positively in the classroom. Two longitudinal, prospective studies of middle school students support predictions from this model. In both samples, IQ predicted changes in standardized achievement test scores over time better than did self-control, whereas self-control predicted changes in report card grades over time better than did IQ. As expected, the effect of self-control on changes in report card grades was mediated in Study 2 by teacher ratings of homework completion and classroom conduct. In a third study, ratings of middle school teachers about the content and purpose of standardized achievement tests and report card grades were consistent with the proposed model. Implications for pedagogy and public policy are discussed. (Contains 5 figures, 3 tables, and 2 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10