An Individual-Intellectual Model of Students’ Academic Achievement (Based on Humanitarian Specializations)
Any educational institution implementing the Federal State Educational Standards (FSES) is faced with the task of forming the necessary competencies in students. The level of competence formation is reflected, among other things, in academic achievement. Despite the interest in this topic...
| Main Authors: | , |
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| Format: | Article |
| Language: | Russian |
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Moscow State University of Psychology and Education
2022-01-01
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| Series: | Психологическая наука и образование |
| Online Access: | https://psyjournals.ru/en/psyedu/2022/n4/Dorfman_Kalugin.shtml |
| _version_ | 1818022142279680000 |
|---|---|
| author | L.Ya. Dorfman A.Yu. Kalugin |
| author_facet | L.Ya. Dorfman A.Yu. Kalugin |
| author_sort | L.Ya. Dorfman |
| collection | DOAJ |
| description |
Any educational institution implementing the Federal State Educational Standards (FSES) is faced with the task of forming the necessary competencies in students. The level of competence formation is reflected, among other things, in academic achievement. Despite the interest in this topic among scientists, the indirect effects of multilevel individual traits on students’ academic achievements have not yet considered through intelligence and creativity in detail. In this study, individual-intellectual models tested students’ academic achievement. The sample consisted of 415 students of Perm city universities aged 17 to 22 years, 293 female and 122 male. Structural equation modeling was in use for shared and partial groups. The main obtained results were as follows. In the shared models, none of psychometric intelligence and psychometric creativity variables served mediators between the individual traits and academic achievement. In the partial models, fluid intelligence and fluency also did not operate as mediators. Three partial models were fit the data in respect with the mediation structure. Crystallized intelligence, originality, and flexibility acted as separate mediators. The mediator models entered the individual traits: excitation (nervous system), activity (temperament), open-mindedness, belonged self (personality). Mediator effects were observed under different Compositions and combinations of individual traits. Thus, a number of individual-intellectual integrations received empirical support for students’ academic achievement. |
| first_indexed | 2024-04-14T08:27:28Z |
| format | Article |
| id | doaj.art-e1a0c0dbea644eb7a2fb77a451e1e3ba |
| institution | Directory Open Access Journal |
| issn | 1814-2052 2311-7273 |
| language | Russian |
| last_indexed | 2024-04-14T08:27:28Z |
| publishDate | 2022-01-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Психологическая наука и образование |
| spelling | doaj.art-e1a0c0dbea644eb7a2fb77a451e1e3ba2022-12-22T02:04:00ZrusMoscow State University of Psychology and EducationПсихологическая наука и образование1814-20522311-72732022-01-01274687610.17759/pse.2022270407An Individual-Intellectual Model of Students’ Academic Achievement (Based on Humanitarian Specializations)L.Ya. Dorfman0https://orcid.org/0000-0001-8494-5674A.Yu. Kalugin1https://orcid.org/0000-0002-3633-2926Perm State Institute of CulturePerm State Humanitarian Pedagogical University Any educational institution implementing the Federal State Educational Standards (FSES) is faced with the task of forming the necessary competencies in students. The level of competence formation is reflected, among other things, in academic achievement. Despite the interest in this topic among scientists, the indirect effects of multilevel individual traits on students’ academic achievements have not yet considered through intelligence and creativity in detail. In this study, individual-intellectual models tested students’ academic achievement. The sample consisted of 415 students of Perm city universities aged 17 to 22 years, 293 female and 122 male. Structural equation modeling was in use for shared and partial groups. The main obtained results were as follows. In the shared models, none of psychometric intelligence and psychometric creativity variables served mediators between the individual traits and academic achievement. In the partial models, fluid intelligence and fluency also did not operate as mediators. Three partial models were fit the data in respect with the mediation structure. Crystallized intelligence, originality, and flexibility acted as separate mediators. The mediator models entered the individual traits: excitation (nervous system), activity (temperament), open-mindedness, belonged self (personality). Mediator effects were observed under different Compositions and combinations of individual traits. Thus, a number of individual-intellectual integrations received empirical support for students’ academic achievement.https://psyjournals.ru/en/psyedu/2022/n4/Dorfman_Kalugin.shtml |
| spellingShingle | L.Ya. Dorfman A.Yu. Kalugin An Individual-Intellectual Model of Students’ Academic Achievement (Based on Humanitarian Specializations) Психологическая наука и образование |
| title | An Individual-Intellectual Model of Students’ Academic Achievement (Based on Humanitarian Specializations) |
| title_full | An Individual-Intellectual Model of Students’ Academic Achievement (Based on Humanitarian Specializations) |
| title_fullStr | An Individual-Intellectual Model of Students’ Academic Achievement (Based on Humanitarian Specializations) |
| title_full_unstemmed | An Individual-Intellectual Model of Students’ Academic Achievement (Based on Humanitarian Specializations) |
| title_short | An Individual-Intellectual Model of Students’ Academic Achievement (Based on Humanitarian Specializations) |
| title_sort | individual intellectual model of students academic achievement based on humanitarian specializations |
| url | https://psyjournals.ru/en/psyedu/2022/n4/Dorfman_Kalugin.shtml |
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