A comparison of teachers' and school psychologists' perceptions of the importance of CHC abilities in the classroom

The broad cognitive abilities defined by the Cattell–Horn–Carroll (CHC) theory have been shown to predict school achievement. However, the ecological validity of these constructs has not been studied in classroom settings. This study compares ratings by a sample of teachers (n = 53) and school psych...

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Veröffentlicht in:	Psychology in the schools 2009-07, Vol.46 (6), p.489-500
Hauptverfasser:	Fiorello, Catherine A., Thurman, S. Kenneth, Zavertnik, Jennifer, Sher, Robert, Coleman, Schehera
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Biological and medical sciences Classrooms Cognitive abilities Cognitive Ability Cognitive Measurement Cognitive Psychology Consultation Correlation Counselor Attitudes Educational psychology Fundamental and applied biological sciences. Psychology Item Analysis Predictive Validity Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychometrics Pupil and student. Academic achievement and failure Questionnaires Replication (Evaluation) School Psychologists Short term Teacher Attitudes Teachers Test Validity
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