Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value.

469 citations recorded by the source corpus.

How researchers see this paper

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

Prior achievement, effort, and mathematics attitude as predictors of current achievement (2010, background): “While previous studies (e.g., Reynolds, 1981; Spinath et al., 2006; Yates, 2000) have emphasised the link between previous achievement and current achievement, very few if any have used a four-year differential to show the extent and strength of the link.”
The importance of motivation as a predictor of school achievement (2009, background): “For some motivational constructs it has been shown that, above and beyond intelligence, motivation explains variance in academic achievement (e.g., Gose, Wooden, & Muller, 1980; Schicke & Fagan, 1994; Spinath et al., 2006).”
The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions (2013, background): “Research supports the validity of expectancy-value models by demonstrating that expectancies and task-values are linked to achievement and academic choices in specific domains, such as mathematics (Green et al. 1999; Marsh and Yeung 1997, 1998; Meece et al. 1990; Spinath et al. 2004) and language ar”
PREDICTING MATHEMATICS ACHIEVEMENT: THE INFLUENCE OF PRIOR ACHIEVEMENT AND ATTITUDES (2011, background): “And, more recently, Spinath et al. (2006) have shown how cognitive ability has proven to be the strongest predictor of school achievement, including mathematical achievement.”