Subjective Evaluations of Intelligence and Academic Self-Concept Predict Academic Achievement: Evidence from a Selective Student Population

Kornilova, T.V.; Kornilov, S.A.; Chumakova, M.A.

Информация о цитировании статьи получена из Web of Science, Scopus
Статья опубликована в журнале из списка Web of Science и/или Scopus
Дата последнего поиска статьи во внешних источниках: 23 декабря 2020 г.

Авторы: Kornilova T.V., Kornilov S.A., Chumakova M.A.
Журнал: Learning and Individual Differences
Том: 19
Номер: 4
Год издания: 2009
Издательство: Pergamon Press Ltd.
Местоположение издательства: United Kingdom
Первая страница: 596
Последняя страница: 608
DOI: 10.1016/j.lindif.2009.08.001
Аннотация: The study examined the relationship between implicit theories, goal orientations, subjective and test estimates of intelligence, academic self-concept, and achievement in a selective student population (N=300). There was no direct impact of implicit theories of intelligence and goal orientations on achievement. However, subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 50% of its variance. The obtained pattern of results is presented via structural equation models and interpreted within a dynamic regulative systems framework suggesting the importance of further studying complex sets of achievement predictors that include ability, personality and mediating constructs.
Добавил в систему: Корнилов Сергей Александрович

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