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The additive effect of regulatory activities on top of intelligence in relation to academic performance in higher education
ARTICLE

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Learning and Instruction Volume 9, Number 1 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study investigated the additive, beneficial effect of regulatory activities on top of verbal, numerical, and diagrammatic intelligence in the prediction of academic performance. About 500 freshmen of different study domains participated in this research. The findings supported both the mixed and the independency model of the relationship between intelligence and metacognitive skills. Analyses of variance revealed significant main effects of verbal and numerical (crystallised) intelligence, and of cognitive regulatory activities on academic performance. The effect of diagrammatic (fluid) intelligence on academic performance was just short of being significant. Implications for further research and for educational practice are being discussed.

Citation

Minnaert, A. & Janssen, P.J. The additive effect of regulatory activities on top of intelligence in relation to academic performance in higher education. Learning and Instruction, 9(1), 77-91. Elsevier Ltd. Retrieved July 16, 2019 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/S0959-4752(98)00019-X