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Cognitive ability and personality variables as predictors of school grades and test scores in adolescents
ARTICLE

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Learning and Instruction Volume 22, Number 5, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied. It was expected that the variables use of time structure, academic procrastination, and motivational interference during learning further aid in predicting students’ achievement because they are operative in situations of school-leisure conflict. A sample of 697 eighth-graders was tested twice within the interval of a single school year (about eight months). Cognitive ability and self-control explained substantial variance of grade changes. Procrastination displayed a further portion of the variance. Personality variables were better predictors of grades, while cognitive ability showed higher variance with the achievement test. Variables tapping aspects of self-control strength have been interpreted as key determinants of learning outcomes. The findings suggest that it might be useful to identify students who are at risk, allowing these students to train their ability to shield studying from leisure distractions.

Citation

Hofer, M., Kuhnle, C., Kilian, B. & Fries, S. (2012). Cognitive ability and personality variables as predictors of school grades and test scores in adolescents. Learning and Instruction, 22(5), 368-375. Elsevier Ltd. Retrieved January 28, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2012.02.003

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