Predicting school achievement from cognitive and non-cognitive variables in a Chinese sample of elementary school children
By Liping Lu, Heike S. Weber, F. Spinath, Jiannong Shi. 2011
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The present study had two aims: First, to investigate the joint and specific roles of working memory (WM) and intelligence as predictors of school achievement. And second, to replicate and extend earlier findings (Spinath, Spinath, Harlaar, & Plomin, 2006) on the incremental validity of non-cognitive over cognitive abilities in the prediction of school achievement. The present sample consisted of N = 179 Chinese primary school children in the fourth grade. All measures including working memory (WM), intelligence and motivational items were assessed in class. Teachers provided test scores for the domains of Chinese and Math. We found that WM was a good predictor of school achievement and comparable in predictive power to intelligence. Together, cognitive ability including both WM and intelligence explained 17.8% and 36.4% of the variance in children's Chinese and Math scores, respectively. The relative importance of WM and intelligence varied with school domains with greater predictive power of WM for Math while intelligence explained a greater proportion of the variance in Chinese although the magnitude of this difference was only moderate. Domain-specific motivational constructs contributed only marginally to the prediction of school achievement for both Chinese and Math. Crown Copyright (C) 2011 Published by Elsevier Inc. All rights reserved.
Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/72076d0a5bc89f888ca2c7753314d9498d96ab43
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In Education
In Experimental and Cognitive Psychology
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Citations in the corpus
- Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality (2016, background): “Consistentwith prior research, students' cognitive ability was significantly related to mathematics grades (Rohde & Thompson, 2007; Lu et al., 2011).”