Relationships among creativity,intelligence, and achievement measures in upward bound students

Ninety-four disadvantaged, Upward Bound students were administered a test battery of the Otis Quick-Scoring Mental Ability Test, Preliminary Scholastic Aptitude Test, Guilford's tests of Expressional Fluency, Alternate Uses, and Consequences; and the Figural Form of the Torrance Tests of Creative Thinking. Significant sex differences favoring males were obtained for Otis I J(P < −025), PSAT-Verbal (p <.01), and PSAT-Quantitative (p <.001). Females excelled males on the figural elaboration score from the TTCT (p <.001). White disadvantaged students scored significantly higher than their Indian counterparts on Otis IQ (p <.05) and higher than their black counterparts on the PSAT-Quantitative (p <.01). White students also scored significantly higher than their Indian counterparts on Guilford-Consequences — Obvious (p <.05). A varimax rotation of the correlation matrix resulted in a two-factor solution defined by intelligence-achievement scores and figural creativity. Guilford creativity tests were more closely related to the intelligence-achievement factor, while the Torrance figural creativity test remained a distinct factor. The results are discussed in relation to previous studies of the creativity-intelligence distinction.     

Collaborative learning with scientific approach and multiple intelligence: Its impact toward math learning achievement

Abstract

This study examined the effect of collaborative learning with a scientific approach (SA) on the learning achievement in mathematics viewed from the students’ multiple intelligences. This study compared two types of collaborative learning models, Three Steps Interview (TSI), and Think Pair Share (TPS). The participants of this study were grade 8 students of Secondary Schools in Sukoharjo, Central Java, Indonesia (N?=?262). This study was a quasi-experimental study with a 3?×?3 factorial design. The results of the study can be concluded as follows. (1) TSI with a scientific approach got better math learning achievement than TPS with a scientific approach and classical with a scientific approach. Besides, TPS with a scientific approach got better learning achievement than classical with a scientific approach. (2) Students with logical-mathematical intelligence got better math learning achievement than students with linguistic intelligence and students with interpersonal intelligence, students with linguistic intelligence got better math learning achievement than students with interpersonal intelligence.     

The relationship between young children's academic achievement and measures of intelligence

To test the construct validity of brief measures of intelligence and explore how well these instruments relate to academic performance, the WPPSI-R, the Kaufman Brief Intelligence Scale (K-BIT), Draw-A-Person: Quantitative Scoring System (DAP:QSS), and the K-ABC Achievement Scale were administered to 50 kindergarten and first-grade children. Results indicated that all measures provide similar scores, all in the average range. All brief measures related significantly to academic achievement. Implications of the findings are discussed, and a battery for screening young children is offered.     

Moving beyond academic achievement goal measures: A study of social achievement goals

The current research explored the theory of social goal orientation. More specifically, we conducted three studies utilizing six-independent university student samples to evaluate the construct validity of the Social Achievement Goal Orientation Scale (SAGOS; Ryan & Hopkins, 2003), a measure representing the construct of social goal orientation. The purpose of Study 1 was to: (1) compare the three-dimensional (mastery, performance-approach, and performance-avoidance) model of social goal orientation to three theoretically based competing models, (2) examine item functioning, and (3) assess generalizability of the factor structure. The fit of the proposed three-factor model was promising; however, areas of misfit and problematic items were identified. Stronger support for the three-factor structure of goal orientation was found using scores from an abbreviated 13-item SAGOS. In Study 2, item wording was altered slightly to evaluate a revised Social Achievement Goal Scale (SAGS), yet resulted in similar findings. Study 3 examined external validity evidence for the SAGS, garnering some support for the meaning of the scores. Although continued refinement of the SAGOS and SAGS is recommended, the findings help contribute to our general understanding and conceptualization of social goal theory and the role that social goals may play in academic contexts.     

Factor structure of the Wallach-Kogan Tests of Creativity and measures of intelligence and achievement

The Wallach-Kogan Tests of Creativity were administered to 129 second-graders and fluency and uniqueness scores were computed for each of five subtests. Also, each subject was given the Primary Mental Abilities Test and three subtests from the IOWA Tests of Basic Skills. Factor analysis by the principal components method yielded two creativity factors, verbal and figural, that were independent of those defined by the intelligence and achievement measures. Thus, evidence was obtained for the construct validity of the Wallach-Kogan measures of creative thinking.     

Factor structure of intellectual and achievement measures for learning disabled children

The purpose of this study was to explore the factor structure of intelligence and achievement for learning disabled children. WISC-R, PIAT, and WRAT scores of 183 male, learning disabled students were factor analyzed. A factor structure was obtained. The factors were identified as: (a) language achievement, (b) perceptual organization, (c) verbal educative, and (d) mathematical achievement. These findings suggest that intelligence and achievement are composed of similar traits and skills. Therefore, comparison of individual achievement test scores with traditional Verbal, Performance, or Full Scale intelligence for learning disabled children may not be logical, since analysis of these tests reveals factorially complex skills.     

Gender differences in intelligence, language, visual-motor abilities, and academic achievement in students with learning disabilities: a review of the literature

A substantial body of research confirms higher verbal ability in normally achieving females and higher visual-spatial and mathematical abilities in normally achieving males. However, the specific nature of these differences varies by age, specific measure, magnitude, and variability within the groups. Re-analysis of earlier research showed that, although differences in visual-spatial ability were larger than verbal ability differences, gender differences did not account for more than 1% to 5% of the group variance. In the population with learning disabilities (LD), research must be interpreted cautiously because LD samples were drawn mainly from the system-identified population and may reflect selection bias. Findings indicate that system-identified females with LD are lower in IQ, have more severe academic achievement deficits in some aspects of reading and math, and are somewhat better in visual-motor abilities, spelling, and written language mechanics than males with LD. In mathematics, however, it is difficult to document consistent differences in computational skills in the elementary school ages. More consistent findings, however, indicate superiority in mathematical reasoning in males with LD. A limited number of studies on research-identified samples indicate that findings from studies of school-identified LD samples must be interpreted cautiously because females with LD identified in the schools may not be representative of females with LD in general.     

Personality,approaches to learning and achievement

The present study investigated the relationships between the five‐factor model of personality, approaches to learning and academic achievement. Based on the previous research, we expected approaches to have a mediating effect between personality and academic achievement. Six hundred and eighty‐seven business students participated in a survey; 56% were female and 44% were male. Their average age was 24.8 years. The results showed that conscientiousness and openness were mediated by the strategic and the deep approach, respectively, in relation to achievement. Additionally, neuroticism had both a direct and an indirect effect on achievement through the surface approach. We also found that the three approaches to learning explained variance in achievement beyond personality when using hierarchical regression analysis. Limitations and implications for future research are discussed.     

Self-regulating academic learning and achievement: The emergence of a social cognitive perspective

For three decades, social cognitive researchers have studied children's development of self-regulation as an achievement of socialization processes. I recount historically the emergence of a social cognitive perspective on self-regulation and identify its unique features. Two essential characteristics of students' self-regulated academic learning have been identified — their use of strategies and perceptions of self-efficacy. A social cognitive model of academic self-regulated learning is proposed that integrates triadic determinants of self-regulated learning (personal, behavioral, and environmental) on the basis of a strategic control loop. When students monitor their responding and attribute outcomes to their strategies, their learning becomes self-regulated, and they display increased self-efficacy, greater intrinsic motivation, and higher academic achievement.     

Expectancy value interactions and academic achievement: Differential relationships with achievement measures

Motivation predicts academic achievement beyond cognitive ability. Expectancy value theory (Eccles et al., 1983) is a widely accepted and powerful approach explaining academic achievement as well as educational choices and attainment. Recently, attention to the multiplicative term of expectancy and value beliefs has increased. Trautwein et al. (2012) reported a detrimental effect of high task value when expectancy beliefs were low. We aimed to replicate and extend their study by using a large, representative sample of students attending upper secondary school in the German federal state Schleswig-Holstein (N = 3367). Following Trautwein et al. (2012), we applied latent interaction modelling to test whether the predictive value of expectancy value interactions differs for grades, final examinations, and standardized test scores as measures of achievement in two domains. We took the multi-dimensional structure of task value into consideration, analyzing the four components (attainment, intrinsic value, utility and cost) separately. Both a verbal and a non-verbal domain (English as a foreign language and mathematics) were investigated. Overall, the results supported those of Trautwein et al. (2012). However, our findings suggested measure- and domain-specific differences when using expectancy value beliefs and their interactions to predict academic achievement. Interaction terms predicted final examination results in both English and mathematics. Further, interaction effects were significant for grades in English but not mathematics. In general, effect sizes of multiplicative terms were small, especially in contrast to expectancy beliefs. Findings are discussed regarding the practical and conceptual importance of the multiplicative term in expectancy value theory applied in an educational setting.     

Hypertext computer study guides and the social studies achievement of students with learning disabilities, remedial students, and regular education students

Hypertext is a relatively new term for today's teachers, who work hard to stay abreast of the quickly changing field of computer technology in education. Hypertext as an educational tool is very different from traditional computer-assisted instructional software, offering the reader immediate access through its computer format to supplemental information. Two related studies were conducted to design and field-test hypertext computer study guides. In Study 1, 40 students (10 with learning disabilities, 15 remedial, and 15 regular education) worked in three different treatment groups (lecture, lecture/computer study guide, and computer study guide). Study 2 involved the five lowest achieving students (two with learning disabilities and three remedial) from Study 1 in an A-B-A design. Results indicated that (a) the computer study guide treatment was as effective as lecture, (b) the lecture/computer study guide treatment was as effective as lecture, (c) posttest scores were higher for the computer study guide group, and (d) retention test scores were higher for the computer study guide group.     

Equity and social exclusion measures in EU lifelong learning policies

ABSTRACT

The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union’s legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances     

Improving self-regulation, learning strategy use, and achievement with metacognitive feedback

Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read. In this generation process, learners’ cognitive and metacognitive regulation is one of the most critical factors influencing learning. However, learners are not always successful in regulating their own learning, especially in computer-based learning environments (CBLEs) where they are alone. Based on this rationale, the present study was designed to examine the effects of two scaffolding strategies—generative learning strategy prompts and metacognitive feedback—on learners’ comprehension and self-regulation while learning the human heart system in a CBLE. Participants were 223 undergraduate student volunteers. Structural Equation Modeling (SEM) was employed to conceptualize and empirically test a model that explains mediating processes among variables. Results revealed that the combination of generative learning strategy prompts with metacognitive feedback improved learners’ recall and comprehension by enhancing learners’ self-regulation and better use of highlighting and summarizing as generative learning strategies.