More than just IQ: A longitudinal examination of self-perceived abilities as predictors of academic performance in a large sample of UK twins
This paper examines the longitudinal causal relationship between self-perceived abilities (SPA) and academic achievement (Ach) while controlling for cognitive ability (CA). In all, 5957 UK school children were assessed on SPA, Ach and CA at ages 9 and 12. Results indicated that SPA and Ach at age 9...
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| Veröffentlicht in: | Intelligence (Norwood) 2010-07, Vol.38 (4), p.385-392 |
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| creator | Chamorro-Premuzic, Tomas Harlaar, Nicole Greven, Corina U. Plomin, Robert |
| description | This paper examines the longitudinal causal relationship between self-perceived abilities (SPA) and academic achievement (Ach) while controlling for cognitive ability (CA). In all, 5957 UK school children were assessed on SPA, Ach and CA at ages 9 and 12. Results indicated that SPA and Ach at age 9 independently affected both SPA and Ach at age 12, even when CA was considered. Moreover the effects of previous Ach on subsequent SPA were of similar magnitude to the effects of prior SPA on subsequent Ach, suggesting that the link between SPA and Ach independent of CA is reflective of both “insight” (children's accounts of their previous performance) and self-efficacy (the self-fulfilling or motivational effects of self-beliefs). Practical and theoretical implications for the study of SPA are discussed. |
| doi_str_mv | 10.1016/j.intell.2010.05.002 |
| format | Article |
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In all, 5957 UK school children were assessed on SPA, Ach and CA at ages 9 and 12. Results indicated that SPA and Ach at age 9 independently affected both SPA and Ach at age 12, even when CA was considered. Moreover the effects of previous Ach on subsequent SPA were of similar magnitude to the effects of prior SPA on subsequent Ach, suggesting that the link between SPA and Ach independent of CA is reflective of both “insight” (children's accounts of their previous performance) and self-efficacy (the self-fulfilling or motivational effects of self-beliefs). Practical and theoretical implications for the study of SPA are discussed.</description><identifier>ISSN: 0160-2896</identifier><identifier>EISSN: 1873-7935</identifier><identifier>DOI: 10.1016/j.intell.2010.05.002</identifier><identifier>PMID: 25473141</identifier><identifier>CODEN: NTLLDT</identifier><language>eng</language><publisher>Amsterdam: Elsevier Inc</publisher><subject>Academic Ability ; Academic Achievement ; Biological and medical sciences ; Children ; Cognitive abilities ; Cognitive Ability ; Educational psychology ; Elementary school students ; Foreign Countries ; Fundamental and applied biological sciences. Psychology ; Intellectual competence ; Intelligence ; Intelligence Quotient ; Longitudinal Studies ; Magnitude ; Motivation ; Predictor Variables ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. 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In all, 5957 UK school children were assessed on SPA, Ach and CA at ages 9 and 12. Results indicated that SPA and Ach at age 9 independently affected both SPA and Ach at age 12, even when CA was considered. Moreover the effects of previous Ach on subsequent SPA were of similar magnitude to the effects of prior SPA on subsequent Ach, suggesting that the link between SPA and Ach independent of CA is reflective of both “insight” (children's accounts of their previous performance) and self-efficacy (the self-fulfilling or motivational effects of self-beliefs). Practical and theoretical implications for the study of SPA are discussed.</description><subject>Academic Ability</subject><subject>Academic Achievement</subject><subject>Biological and medical sciences</subject><subject>Children</subject><subject>Cognitive abilities</subject><subject>Cognitive Ability</subject><subject>Educational psychology</subject><subject>Elementary school students</subject><subject>Foreign Countries</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Intellectual competence</subject><subject>Intelligence</subject><subject>Intelligence Quotient</subject><subject>Longitudinal Studies</subject><subject>Magnitude</subject><subject>Motivation</subject><subject>Predictor Variables</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Self Concept</subject><subject>Self Efficacy</subject><subject>Self-assessed intelligence</subject><subject>Self-perceived abilities</subject><subject>Twins</subject><subject>United Kingdom</subject><issn>0160-2896</issn><issn>1873-7935</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNqFkt1u1DAQhSMEokvhDSpkISG4yWI7_gsXSFVVoFCEkOi15TiTrVdJvLWdBR6Cd8bRLlvgolzZmvnmaOxziuKE4CXBRLxaL92YoO-XFOcS5kuM6b1iQZSsSllX_H6xyBguqarFUfEoxjXGmBOmHhZHlDNZEUYWxc9PPgBK12ZE6ykmdPHlNTpFvR9XLk2tG02P4LsZ8iU5PyLfoQh9V24gWHBbaJFpXO-Sg4hMRJsArbPJhziTxpoWBmdRpjsfBjNaQG5EBvUmrABFM2x6mMmrjyh9c2N8XDzoTB_hyf48Lq7enn89e19efn53cXZ6WVohSSqbplOyJq2kApquEay1EmpGVVeD6LhoGs6wbKmSuY6hFa3gqqOi6oghtrLVcfFmp7uZmgFaC2MKpteb4AYTfmhvnP67M7prvfJbzShTQsos8GIvEPzNBDHpwUWb3TAj-ClqJSVXtJbsv6TkjFSc8Vnz5Z0kUVQILLODGX32D7r2U8hmRc0VJkRQMeuxHWSDjzFAd3gfwXqOkF7rXYT0HCGNuc4RymNP__ybw9DvzGTg-R4w0Zq-C9lXF2-5CmNV13XmTnYcBGcP7fMPqsaK0VsPIBu9dRB0tA5yRFoXwCbdenf3or8A7cbxhA</recordid><startdate>20100701</startdate><enddate>20100701</enddate><creator>Chamorro-Premuzic, Tomas</creator><creator>Harlaar, Nicole</creator><creator>Greven, Corina U.</creator><creator>Plomin, Robert</creator><general>Elsevier Inc</general><general>Elsevier</general><general>Elsevier Science Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TK</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20100701</creationdate><title>More than just IQ: A longitudinal examination of self-perceived abilities as predictors of academic performance in a large sample of UK twins</title><author>Chamorro-Premuzic, Tomas ; Harlaar, Nicole ; Greven, Corina U. ; Plomin, Robert</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c671t-bbf8791d726ebfb64dc7e9428f9e6f56bb5407d287c7e0ed6d658f263f1a1c3c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2010</creationdate><topic>Academic Ability</topic><topic>Academic Achievement</topic><topic>Biological and medical sciences</topic><topic>Children</topic><topic>Cognitive abilities</topic><topic>Cognitive Ability</topic><topic>Educational psychology</topic><topic>Elementary school students</topic><topic>Foreign Countries</topic><topic>Fundamental and applied biological sciences. 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| source | Elsevier ScienceDirect Journals; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Academic Ability Academic Achievement Biological and medical sciences Children Cognitive abilities Cognitive Ability Educational psychology Elementary school students Foreign Countries Fundamental and applied biological sciences. Psychology Intellectual competence Intelligence Intelligence Quotient Longitudinal Studies Magnitude Motivation Predictor Variables Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Self Concept Self Efficacy Self-assessed intelligence Self-perceived abilities Twins United Kingdom |
| title | More than just IQ: A longitudinal examination of self-perceived abilities as predictors of academic performance in a large sample of UK twins |
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