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Subjective Evaluations of Intelligence and Academic Self-Concept Predict Academic Achievement: Evidence from a Selective Student Population

التفاصيل البيبلوغرافية
العنوان: Subjective Evaluations of Intelligence and Academic Self-Concept Predict Academic Achievement: Evidence from a Selective Student Population
اللغة: English
المؤلفون: Kornilova, Tatiana V., Kornilov, Sergey A., Chumakova, Maria A.
المصدر: Learning and Individual Differences. Dec 2009 19(4):596-608.
الإتاحة: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
وصف مادي: PDF
Page Count: 13
تاريخ النشر: 2009
نوع الوثيقة: Journal Articles
Reports - Evaluative
Descriptors: Intelligence, Structural Equation Models, Academic Achievement, Self Concept, Academic Ability, Prediction, Personality, Correlation, Goal Orientation, Measures (Individuals)
DOI: 10.1016/j.lindif.2009.08.001
تدمد: 1041-6080
مستخلص: The study examined the relationship between implicit theories, goal orientations, subjective and test estimates of intelligence, academic self-concept, and achievement in a selective student population (N=300). There was no direct impact of implicit theories of intelligence and goal orientations on achievement. However, subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 50% of its variance. The obtained pattern of results is presented via structural equation models and interpreted within a dynamic regulative systems framework suggesting the importance of further studying complex sets of achievement predictors that include ability, personality and mediating constructs. (Contains 5 tables and 3 figures.)
Abstractor: As Provided
Entry Date: 2009
رقم الأكسشن: EJ860382
قاعدة البيانات: ERIC
الوصف
تدمد:1041-6080
DOI:10.1016/j.lindif.2009.08.001