Academic Achievement in Early Adolescence: The Influence of Cognitive and Non-Cognitive Variables
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Campo DC | Valor | Idioma |
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dc.contributor | Habilidades, Competencias e Instrucción | es |
dc.contributor | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) | es |
dc.contributor.author | Veas, Alejandro | - |
dc.contributor.author | Castejón, Juan Luis | - |
dc.contributor.author | Gilar-Corbi, Raquel | - |
dc.contributor.author | Miñano, Pablo | - |
dc.contributor.other | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica | es |
dc.date.accessioned | 2016-01-12T13:40:33Z | - |
dc.date.available | 2016-01-12T13:40:33Z | - |
dc.date.issued | 2015-12-09 | - |
dc.identifier.citation | The Journal of General Psychology. 2015, 142(4): 273-294. doi:10.1080/00221309.2015.1092940 | es |
dc.identifier.issn | 0022-1309 (Print) | - |
dc.identifier.issn | 1940-0888 (Online) | - |
dc.identifier.uri | http://hdl.handle.net/10045/52251 | - |
dc.description.abstract | The present study examined the predictive effects of intellectual ability, self-concept, goal orientations, learning strategies, popularity and parent involvement on academic achievement. Hierarchical regression analysis and path analysis were performed among a sample of 1398 high school students (mean age = 12.5; SD =.67) from eight education centers from the province of Alicante (Spain). Cognitive and non-cognitive variables were measured using validated questionnaires, whereas academic achievement was assessed using end-of-term grades obtained by students in nine subjects. The results revealed significant predictive effects of all of the variables. The model proposed had a satisfactory fit, and all of the hypothesized relationships were significant. These findings support the importance of including non-cognitive variables along with cognitive variables when predicting a model of academic achievement. | es |
dc.language | eng | es |
dc.publisher | Routledge | es |
dc.rights | © 2015 Taylor & Francis Group, LLC | es |
dc.subject | Academic achievement | es |
dc.subject | Cognitive variables | es |
dc.subject | Motivational variables | es |
dc.subject | Popularity | es |
dc.subject | Parent involvement | es |
dc.subject.other | Psicología Evolutiva y de la Educación | es |
dc.title | Academic Achievement in Early Adolescence: The Influence of Cognitive and Non-Cognitive Variables | es |
dc.type | info:eu-repo/semantics/article | es |
dc.peerreviewed | si | es |
dc.identifier.doi | 10.1080/00221309.2015.1092940 | - |
dc.relation.publisherversion | http://dx.doi.org/10.1080/00221309.2015.1092940 | es |
dc.identifier.cvID | A8147406 | - |
dc.rights.accessRights | info:eu-repo/semantics/restrictedAccess | es |
Aparece en las colecciones: | INV - Habilidades, Competencias e Instrucción - Artículos de Revistas INV - SOCEDU - Artículos de Revistas |
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2015_Veas_etal_JGenPsych_final.pdf | Versión final (acceso restringido) | 415,61 kB | Adobe PDF | Abrir Solicitar una copia |
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