Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population Export

@article{citeulike:5671343, abstract = {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.}, author = {Kornilova, Tatiana V. and Kornilov, Sergey A. and Chumakova, Maria A.}, citeulike-article-id = {5671343}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.lindif.2009.08.001}, citeulike-linkout-1 = {http://linkinghub.elsevier.com/retrieve/pii/S1041608009000594}, day = {26}, doi = {10.1016/j.lindif.2009.08.001}, issn = {10416080}, journal = {Learning and Individual Differences}, keywords = {ability, academic, achievement, cognitive, self-report, student, subjective}, month = {December}, number = {4}, pages = {596--608}, posted-at = {2009-10-23 10:21:33}, priority = {2}, title = {Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population}, url = {http://dx.doi.org/10.1016/j.lindif.2009.08.001}, volume = {19}, year = {2009} }

TY - JOUR ID - citeulike:5671343 L3 - citeulike-article-id:5671343 N2 - 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. IS - 4 JF - Learning and Individual Differences SN - 10416080 EP - 608 TI - Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population VL - 19 SP - 596 KW - ability KW - academic KW - achievement KW - cognitive KW - self-report KW - student KW - subjective AU - Kornilova, Tatiana AU - Kornilov, Sergey AU - Chumakova, Maria PY - 2009/12/26/ UR - http://dx.doi.org/10.1016/j.lindif.2009.08.001 ER -