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. | |
心理所单位排序 | 3 |
摘要 | The 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. |
关键词 | School achievement Intelligence Working memory Self-perceived ability Intrinsic value |
学科领域 | Cognitive Psychology,Personality Psychology |
2013 | |
语种 | 英语 |
发表期刊 | LEARNING AND INDIVIDUAL DIFFERENCES |
ISSN | 1041-6080 |
卷号 | 25页码:85-92 |
期刊论文类型 | 期刊论文 |
收录类别 | SCI |
WOS关键词 | ACADEMIC SELF-CONCEPT ; EXPECTANCY-VALUE THEORY ; WORKING-MEMORY ; INTRINSIC MOTIVATION ; PERCEIVED ABILITY ; JOB-PERFORMANCE ; TASK VALUES ; CHILDREN ; INTELLIGENCE ; GRADES |
WOS标题词 | Social Sciences |
WOS研究方向 | Psychology |
WOS类目 | Psychology, Educational |
WOS记录号 | WOS:000319646400010 |
引用统计 | |
文献类型 | 期刊论文 |
条目标识符 | http://ir.psych.ac.cn/handle/311026/10840 |
专题 | 认知与发展心理学研究室 |
通讯作者 | Weber, HS (reprint author), Univ Saarland, Dept Psychol, Campus A1 3, D-66123 Saarbrucken, Germany. |
作者单位 | Weber, HS (reprint author), Univ Saarland, Dept Psychol, Campus A1 3, D-66123 Saarbrucken, Germany. |
推荐引用方式 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. |
条目包含的文件 | ||||||
文件名称/大小 | 文献类型 | 版本类型 | 开放类型 | 使用许可 | ||
WOS000319646400010.p(525KB) | 限制开放 | CC BY-NC-SA | 请求全文 |
除非特别说明,本系统中所有内容都受版权保护,并保留所有权利。
修改评论