Academic Achievement in College: the Predictive Value of Subjective Evaluations of Intelligence and Academic Self-concept
The study examined the relationship between self-, peer- and test-estimated intelligence, academic self-concept and academic achievement. Subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accou...
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| Format: | Article |
| Language: | English |
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M.V. Lomonosov Moscow State University
2009-01-01
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| Series: | Psychology in Russia: State of Art |
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| Online Access: | http://psychologyinrussia.com/volumes/pdf/2009/14_2009_kornilova.pdf |
| Summary: | The study examined the relationship between self-, peer- and test-estimated intelligence, academic self-concept and academic achievement. Subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 40% of its variance. The obtained pattern of results is presented via SEM-model which accounts for 75% variance in the latent factor of academic achievement. Author suggests the importance of further studying complex sets of achievement predictors from ability, personality and mediating domains. |
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| ISSN: | 2074-6857 |