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The roles of cognitive and motivational predictors in explaining school achievement in elementary school
Weber, Heike S.; Lu, Liping; Shi, Jiannong; Spinath, Frank M.; Weber, HS (reprint author), Univ Saarland, Dept Psychol, Campus A1 3, D-66123 Saarbrucken, Germany.
2013
Source PublicationLEARNING AND INDIVIDUAL DIFFERENCES
ISSN1041-6080
Subtype期刊论文
Volume25Pages:85-92
Contribution Rank3
AbstractThe present study investigated the roles of cognitive (working memory, intelligence) and motivational variables (self-perceived ability, intrinsic value) in explaining school achievement. The sample consisted of N = 320 German elementary school children in the fourth grade. Working memory and intelligence were assessed in the classroom. Questionnaires including the motivational items were answered at home. Teachers provided midterm and endterm grades for the domains of German and Math. Using structural equation modeling, our main results indicated that across domains, both cognitive and motivational predictors explained substantial amounts of specific variance in school grades. The findings are, however, to some degree domain-specific in that cognitive variables were stronger predictors of Math (COG: beta = .59; MOT: beta = .41), whereas for German, motivational influences turned out to be better predictors (COG: beta = .34; MOT: beta = .67). Together, cognitive ability (including both WM and intelligence) and motivation (including self-perceived ability and intrinsic value) explained 75% and 71% of the variance in children's German and Math grades, respectively. (C) 2013 Elsevier Inc. All rights reserved.
KeywordSchool achievement Intelligence Working memory Self-perceived ability Intrinsic value
Subject AreaCognitive Psychology,Personality Psychology
Indexed BySCI
Language英语
WOS Research AreaPsychology
WOS SubjectPsychology, Educational
WOS IDWOS:000319646400010
WOS HeadingsSocial Sciences
WOS KeywordACADEMIC SELF-CONCEPT ; EXPECTANCY-VALUE THEORY ; WORKING-MEMORY ; INTRINSIC MOTIVATION ; PERCEIVED ABILITY ; JOB-PERFORMANCE ; TASK VALUES ; CHILDREN ; INTELLIGENCE ; GRADES
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Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/10840
Collection认知与发展心理学研究室
Corresponding AuthorWeber, HS (reprint author), Univ Saarland, Dept Psychol, Campus A1 3, D-66123 Saarbrucken, Germany.
AffiliationWeber, HS (reprint author), Univ Saarland, Dept Psychol, Campus A1 3, D-66123 Saarbrucken, Germany.
Recommended Citation
GB/T 7714
Weber, Heike S.,Lu, Liping,Shi, Jiannong,et al. The roles of cognitive and motivational predictors in explaining school achievement in elementary school[J]. LEARNING AND INDIVIDUAL DIFFERENCES,2013,25:85-92.
APA Weber, Heike S.,Lu, Liping,Shi, Jiannong,Spinath, Frank M.,&Weber, HS .(2013).The roles of cognitive and motivational predictors in explaining school achievement in elementary school.LEARNING AND INDIVIDUAL DIFFERENCES,25,85-92.
MLA Weber, Heike S.,et al."The roles of cognitive and motivational predictors in explaining school achievement in elementary school".LEARNING AND INDIVIDUAL DIFFERENCES 25(2013):85-92.
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