Academic Aptitude and Prior Knowledge as Predictors of Student Achievement in Introduction to Psychology

By Ross A Thompson, Byron L. Zamboanga. 2004

158 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Psychology

View Paper: https://www.semanticscholar.org/paper/9a25b3835b1fb0db40045d24d56361ee95d9efb9

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Advice about the Use of Learning Styles: A Major Myth in Education (2007, unknown): “…Dembo & Junge, 2005; Nist & Hogrebe, 1987; Simpson & Nist, 2000); systematically designed instruction that contains scaffolding features (e.g., Merrill, 2002); and tailoring instruction for different levels of prior knowledge (Clarke et al., 2005; Spires & Donley, 1998; Thompson & zamboanga, 2004).”
Academic self‐beliefs and prior knowledge as predictors of student achievement in Mathematics: a structural model (2008, background): “Another important point to consider is that inaccurate prior knowledge and misconceptions within a specific domain can make it difficult for students to understand or learn new information (Dochy et al., 1999; O’Donnell & Dansereau, 2000; Thompson & Zamboanga, 2004; Vosniadou, 1994).”
Creativity, Age And Gender As Predictors Of Academic Achievement Among Undergraduate Students (2009, unknown): “…2006; G. M. Johnson, 2008; W. Johnson, McGue, & Iacono, 2006; Layne, Jules, Kutnick, & Layne, 2008; Liew, McTigue, Barrois, & Hughes, 2008; Mizuno et al., 2008; Moller, Stearns, Blau, & Land, 2006; Parker et al., 2004; Schlee, Mullis, & Shriner, 2008; Thompson & Zamboanga, 2004; Zhang, 2004).”
The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “Research has revealed a significant relationship between prior knowledge and selfefficacy (Ferla, Valcke, & Cai, 2009), the use of learning strategies (Murphy & Alexander, 2002; Taub, Azevedo, Bouchet, & Khosravifar, 2014), and academic achievement (Song, 2010; Thompson & Zamboanga, 2004).”
The effect of team-based learning on content knowledge: A meta-analysis (2019, background): “This can be difficult for some students, particularly when they are unfamiliar with the academic skills or background knowledge required (Thompson and Zamboanga, 2004).”
Misconceptions about Psychological Science: A Review (2013, background): “Those students who come equipped to their studies with accurate pre-existing knowledge demonstrate greater understanding and retention of new information compared to those who harbour inaccurate or incomplete knowledge (Beier & Ackerman, 2005; Thompson & Zamboanga, 2003, 2004).”
The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional “High-Stakes” Measures of High School Students’ Science Achievement (2007, background): “Research has shown that a reader’s domain knowledge can have a dramatic impact on how well new information is comprehended and learned (Alexander, 1997; Bransford, Brown, & Cocking, 1999; Dochy et al., 1999; Shapiro, 2004; Thompson & Zamboanga, 2004; Willoughby, Waller, Wood, & MacKinnon, 1993; Wi”