Noncognitive predictors of intelligence and academic achievement : An important role of confidence
By L. Stankov. 2013
115 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/eabdf139dedf510da8ba3e3e785f6fc9f5d0bdee
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In Experimental and Cognitive Psychology
- Anastasios Karakolidis
- Vasiliki Pitsia
- A. Biggart
- Jihyun Lee
- L. Stankov
- Sabina Kleitman
- D. Kalaycioğlu
- Yim Ping Lee
In Social Psychology
- Anastasios Karakolidis
- Vasiliki Pitsia
- A. Biggart
- L. Stankov
- Jihyun Lee
- D. Kalaycioğlu
- M. Jameson
- Piotr Białowolski
Citations in the corpus
- The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, methodology): “Nonetheless, once students’ self-beliefs and attitudes were controlled for in the above studies, intrinsic motivation became a poor predictor of mathematics achievement or even an insignificant one, due to its overlap with the above-mentioned constructs (Jiang et al., 2014; Lee & Stankov, 2013).”
- Quest for the best non-cognitive predictor of academic achievement (2014, background): “Thus, Lee and Stankov (2013) show that measures of self-beliefs (self-efficacy, anxiety and self-concept) are the best non-cognitive predictors of mathematics achievement in PISA 2003, while some of the cherished constructs – e.g. motivation, learning strategies and attitudes toward school – showed…”