Do Intelligence and Sustained Attention Interact in Predicting Academic Achievement

By R. Steinmayr, M. Ziegler, Birgit Träuble. 2010

166 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/dffb2723adcfabd05055817e2c29ae9a6f069204

How researchers see this paper

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

In Developmental and Educational Psychology

1. Y. Ken Wang
2. Fang-Yi Flora Wei
3. M. Klausner

In Experimental and Cognitive Psychology

1. Y. Ken Wang
2. Fang-Yi Flora Wei
3. M. Klausner

In Statistics and Probability

1. Y. Ken Wang
2. Fang-Yi Flora Wei
3. M. Klausner

Citations in the corpus

• Rethinking College Students' Self-Regulation and Sustained Attention:Does Text Messaging During Class Influence Cognitive Learning? (2012, background): “Furthermore, even though scholars have found that self-regulation is positively related to attention (Schmeichel & Baumeister, 2010) and cognitive learning (Steinmayr et al., 2010), it remains unclear how texting relates to sustained attention during class.”