The study examined the relationship between self-, peer- and test-estimated intelligence, academic self-concept and academic achievement. Subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 40% of its variance. The obtained pattern of results is presented via SEM-model which accounts for 75% variance in the latent factor of academic achievement. Author suggests the importance of further studying complex sets of achievement predictors from ability, personality and mediating domains.
CITATION STYLE
Kornilova, T. V. (2009). Academic Achievement in College: the Predictive Value of Subjective Evaluations of Intelligence and Academic Self-concept. Psychology in Russia: State of Art, 5(1), 309. https://doi.org/10.11621/pir.2009.0015
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