Smart, confident, interested: Contributions of intelligence, self-concept, and interest to elementary school achievement

Smart, confident, interested: Contributions of intelligence, self-concept, and interest to... Cognitive and motivational variables are significant correlates and predictors of scholastic achievement. In upper elementary school grade levels, intelligence seems to be more important compared to motivational variables. Regarding motivational variables, (competence) self-concept revealed higher path coefficients in reported grades than interest. Extending these findings to lower grade levels, the present study with N=858 students that stemmed from grade levels 2, 3, and 4 (n=253/321/284) revealed that, when all three predictors were jointly considered, self-concept and interest contributed substantially to the prediction of reported grades in mathematics and German beyond intelligence in all three examined grade levels, with the exception of interest of fourth graders in German. Self-concept was the numerically stronger motivational predictor. Significant grade level-related differences of the predictors were not evidenced. The importance of cognitive and motivational predictors for scholastic success in elementary school is discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Learning and Individual Differences Elsevier

Smart, confident, interested: Contributions of intelligence, self-concept, and interest to elementary school achievement

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Publisher
Elsevier
Copyright
Copyright © 2018 Elsevier Inc.
ISSN
1041-6080
eISSN
1873-3425
D.O.I.
10.1016/j.lindif.2018.01.003
Publisher site
See Article on Publisher Site

Abstract

Cognitive and motivational variables are significant correlates and predictors of scholastic achievement. In upper elementary school grade levels, intelligence seems to be more important compared to motivational variables. Regarding motivational variables, (competence) self-concept revealed higher path coefficients in reported grades than interest. Extending these findings to lower grade levels, the present study with N=858 students that stemmed from grade levels 2, 3, and 4 (n=253/321/284) revealed that, when all three predictors were jointly considered, self-concept and interest contributed substantially to the prediction of reported grades in mathematics and German beyond intelligence in all three examined grade levels, with the exception of interest of fourth graders in German. Self-concept was the numerically stronger motivational predictor. Significant grade level-related differences of the predictors were not evidenced. The importance of cognitive and motivational predictors for scholastic success in elementary school is discussed.

Journal

Learning and Individual DifferencesElsevier

Published: Feb 1, 2018

References

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