When IQ is controlled, does motivation still predict achievement? $

By F. Gagné, Francois St. Pére. 2001

230 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.

Does chess need intelligence? – A study with young chess players (2007, background): “…that chess players would have a concrete and detailed image of the board and the transformations that are taking place during a blindfold game, even the very best players reported that their representations were abstract without clear encoding of the board and pieces (but see Fine, 1965).”
Motivation within the DMGT 2.0 framework (2010, methodology): “(Gagné & St Père, 2002, p. 10) This quote means that IQ scores ‘explain’ on average about five times more achievement variance.”
Fluid intelligence, memory span, and temperament difficulties predict academic performance of young adolescents (2007, background): “…performance has been an important research topic in psychological science for almost one century (Boekaerts, 1995; Furnham & Chamorro-Premuzic, 2004; Gagne & St Pere, 2002; Jensen, 1998; Lubinski, 2004; Petrides, Chamorro-Premuzic, Frederickson , & Furnham, 2005; Vigil-Colet & Morales-Vives, 2005).”
Personality and school performance: Incremental validity of self- and peer-ratings over intelligence (2006, background): “Empirically, evidence is mixed, with some studies indicating personality has incremental validity over ability in the prediction of AP (Furnham et al., 2003; Petrides et al., 2005), but others showing it does not (Gagne & St Pere, 2001).”