Domain-specific school achievement in boys and girls as predicted by intelligence, personality and motivation

By Birgit Spinath, H. Freudenthaler, Aljoscha C. Neubauer. 2010

131 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0cbcfbf54f2a49def858b02f8f651651dc569314

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. R. Steinmayr
2. Barbara Dumfart
3. Aljoscha C. Neubauer
4. Birgit Spinath
5. K. V. Petrides

In Experimental and Cognitive Psychology

1. R. Steinmayr
2. Birgit Spinath
3. Aljoscha C. Neubauer
4. Barbara Dumfart
5. Christine Eckert
6. Malte Schwinger
7. B. Thompson
8. Linda Reichwein Zientek

In Social Psychology

1. R. Steinmayr
2. Birgit Spinath
3. Aljoscha C. Neubauer
4. Christine Eckert
5. Barbara Dumfart
6. Malte Schwinger
7. B. Thompson
8. Linda Reichwein Zientek

Citations in the corpus

• Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents (2016, result): “Spinath et al. (2010) obtained similar results in eighth-graders (but only in girls) which they explained by the higher importance of oral performance in languages.”
• Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? (2014, background): “In a similar vein, intrinsic or interest values are higher for boys in mathematics (d = 0.15–0.69) and higher for girls in languages (d = −0.30 to −0.62; e.g. Spinath, Freudenthaler, and Neubauer 2010; Steinmayr and Spinath 2008, 2010; Wigfield et al. 1997).”