Please use this identifier to cite or link to this item: doi:10.22028/D291-35747
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Title: Differential relevance of intelligence and motivation for grades and competence tests in mathematics
Author(s): Lotz, Christin
Schneider, Rebecca
Sparfeldt, Jörn
Language: English
Title: Learning and individual differences : a multidisciplinary journal in education
Volume: 65
Startpage: 30
Endpage: 40
Publisher/Platform: Elsevier
Year of Publication: 2018
Publikation type: Journal Article
Abstract: Past research suggested that cognitive and motivational variables are differentially relevant for educational success when relying on competence tests or grades as achievement indicators. This differential relevance has not yet been investigated by, for example, advanced statistical methods. Therefore, reparameterization and Wald-tests were applied to statistically compare the standardized path coefficients of intelligence, academic self-concept, and interest on a scholastic competence test and grades in mathematics in a sample of N = 245 high school students. Additionally, increments of each variable beyond the other variables were examined using Cholesky factoring. Results revealed that intelligence was the strongest predictor of the scholastic competence test results, whereas self-concept was the strongest predictor of grades. Intelligence explained unique variance in the competence test and grades, whereas self-concept exhibited a unique increment only for grades. The differential relevance of cognitive and motivational variables for different achievement indicators (competence tests or grades) is discussed.
DOI of the first publication: 10.1016/j.lindif.2018.03.005
URL of the first publication:
Link to this record: hdl:20.500.11880/32594
ISSN: 1041-6080
Date of registration: 14-Mar-2022
Faculty: HW - Fakultät für Empirische Humanwissenschaften und Wirtschaftswissenschaft
Department: HW - Bildungswissenschaften
Professorship: HW - Prof. Dr. Jörn Sparfeldt
Collections:Die Universitätsbibliographie

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