The relationship between race of examiner,cultural mistrust,and the intelligence test performance of black children

The effects of race of examiner and level of mistrust of whites on the Stanford-Binet performance of black elementary school children were examined. Groups with high and low levels of mistrust of whites were first identified. Half of the participants in each group were than administered the Binet by a white examiner; the remaining were tested by a black examiner. The black examiner-high mistrust group scored significantly higher than did the white examiner-high mistrust group. In addition, the black examiner-high mistrust group scored significantly higher than did the black examiner-low mistrust group.     

The concurrent validity of a new intelligence test: The kahn intelligence test (KIT)

The concurrent validity of the KIT was evaluated by correlating it with other tests of intellectual, perceptual, social, linguistic and psycholinguistic functioning, using a sample of 106 retardates. Positive correlations between the KIT and these other measures attest to its potential usefulness as a measure of intelligence.     

Coping mediates the relationship between emotional intelligence (EI) and academic achievement

Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and problem-focused, emotion-focused, and avoidant coping scales. Collectively, the coping variables significantly mediated the relationship between EI and grade point average (GPA) for Emotion Perception, Emotion Facilitation of Thought and Emotion Management (but not for Emotional Understanding). Problem-focused coping was the only single significant mediator, mediating the relationship between emotion management and GPA (but not other branches and GPA). In Study 2, 293 middle school students completed the Situational Test of Emotion Management for Youths (STEM-Y) and scales measuring the same three coping strategies. In this study, the coping variables again significantly mediated the relationship between emotion management and GPA. Once again, problem-focused coping was a significant mediator. Collectively, these results suggest that better educational outcomes might be achieved by targeting skills relating to emotion management and problem-focused coping.     

Correlation study between WISC‐III scores and TOVA performance

The Continuous Performance Test (CPT), such as the Test of Variable Attention (TOVA), is widely used in the assessment of ADHD with other behavioral ratings and observations. Since some clinicians argue that CPTs measure psychomotor speed function rather than sustained attention, a correlation study between PIQ of WISC‐III and TOVA was conducted to find out if a significant relationship of any kind existed. Forty children with ADHD were studied, and the results indicated that there was no correlation between TOVA and PIQ of WISC‐III. © 1999 John Wiley & Sons, Inc.     

论智力与犯罪构成的关系

智力涉及的领域遍及犯罪和犯罪构成的方方面面,影响有大有小,对智力与犯罪的研究数不胜数,而智力与犯罪构成的关系还不清晰。本文分别从论述智力与犯罪构成四要件的关系着手,旨在探析智力与犯罪构成的关系。     

Modeling effects on the intelligence test performance of test-anxious children

To evaluate the efficacy of modeling techniques for enhancing the performance of test-anxious children, 96 low-, middle-, and high-test-anxious children were assigned to one of three modeling conditions varying in degree of task structure and information provided about a testing session. Children either viewed a modeling film depicting an anxious peer overcoming test anxiety during a test session (Observation condition); viewed a similar film in which the examiner instructed the anxious child in coping techniques (Coping condition); or saw an unrelated film (Control condition). Contrary to expectations, no film nor anxiety effect nor any interactions were significant. Failure to replicate previous studies was attributed to control of examiner bias, superior statistical and experimental controls, and to differences in subject characteristics. The efficacy of modeling films in enhancing rapport during the test situation has not been conclusively demonstrated.     

A large-scale test of the relationship between procrastination and performance using learning analytics

Abstract

Many studies have found a relationship between students’ self-reported procrastination and their grades. Few studies have used learning analytic data as a behavioural measure of procrastination in order to predict performance, and there is no systematic research on how this relationship may differ across assessments or disciplines. In this study we analyse nine years’ worth of institutional electronic submission records, a total of 73,608 assignment submissions, to examine the relationship between submission time and grades across assignments, students, courses, and disciplines in higher education. A significant negative relationship was found overall, with students who submitted closer to the deadline obtaining lower grades, however the size of the relationship was negligible, accounting for less than 1% of the variance in grades. The relationship varied significantly depending on student, assignment, course and discipline.     

大学生情绪智力与气质类型的关系

用情绪智力量表、气质量表研究了410名大学生的情绪智力和气质类型及其二者的关系。结果显示:男生在黏液质上的得分显著低于女大学生;不同气质类型大学生的情绪智力具有显著的差异,胆汁质和多血质得分越高的大学生,其情绪智力也越高。     

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.     

Construct validity of the universal nonverbal intelligence test (UNIT)

Data from 104 public school children were analyzed to determine the psychometric and conceptual soundness of a new model-based measure of intellectual functioning: the Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, in press). The UNIT was designed to assess the construct of intelligence for at-risk children who are limited English language proficient. The UNIT and subtests from the Woodcock-Johnson-Revised Tests of Cognitive Ability (WJ-R; Woodcock & Johnson, 1989) were administered in counterbalanced order using standardized procedures. Spearman-Brown reliability coefficients provided evidence of the UNIT'S reliability: Global score coefficients ranged from .86 (Reasoning Quotient) to .93 (Symbolic Quotient). Confirmatory factor analyses of the UNIT provided evidence for a two-factor structure. Exploratory factor analyses of the UNIT with the WJ-R yielded support for the UNIT'S measurement of memory and reasoning constructs, although the many subconstructs assessed by the WJ-R and the UNIT preclude a simple interpretation. Correlations among UNIT global scores with age and with composite scores of the WJ-R provide additional evidence of the UNIT'S construct validity.     

The relationship between adaptive behavior and intelligence for special needs students

This study employed the technique of factor analysis to study the relationship between social system adaptive behavior, as measured by the Adaptive Behavior Inventory for Children, and intelligence, as measured by the Wechsler Intelligence Scale for Children-Revised, in a sample of 100 special needs students, ages 6–11. The results clearly supported the existence of two distinct factors among the WISC-R and ABIC subscales, with each factor composed primarily of either intelligence or adaptive behavior subscales. Thus, the data supported the discriminant validity of the two measures. Implications for the evaluation of special needs students are discussed.     

Beyond intelligence: a meta-analytic review of the relationship among metacognition,intelligence, and academic performance

This meta-analytic study estimated the correlations among metacognition, intelligence, and academic performance. Metacognition is higher order cognition and one of the most significant predictors of academic performance. The purpose of this study was to examine the degree to which metacognition predicted academic performance when controlling for intelligence. The analysis of 149 samples from 118 articles revealed that, overall, metacognition weakly correlated with both academic performance and intelligence, and that these relationships were moderated by the type of measurement of metacognition. Furthermore, it was found that metacognition predicted academic performance when controlling for intelligence. Our findings indicate the importance of metacognition in educational practice and provide guidance for assessing metacognition in future research.     

The relationship between teachers’ emotional intelligence and classroom discipline management

One of the fundamental problems of educational systems in many countries is related to classroom discipline. This reflects one of the worst problems faced by teachers. Classroom discipline management strategies play an effective role in creating positive teacher‐student relationships. One of the factors that influence behavior management in a classroom is emotional intelligence. Therefore, this study analyzing how teachers emotional intelligence influences the management of discipline in a classroom and the relationship between gender, academic formation, and service time of teachers with their emotional intelligence. Its sample comprises 559 basic and secondary school teachers. An Emotional Competence Questionnaire, a Scale of Teacher Efficacy in Classroom Management, and a personal and professional data inquiry have been used as instruments. Results show that teachers who have more capacity to deal with emotion demonstrate a greater management of discipline in the classroom. Most of the relationships in the model are statistically significant.     

The relationship between syntactic awareness and reading performance

This study was designed to examine the relationship between syntactic awareness and reading performance. A major concern was to provide an estimate of the effect of syntactic training that was not confounded with training that focused on semantic features of words. The training exercises used in the study focused on all levels of syntactic awareness in order that the effect of such training could be assessed on students’ performance on tasks that tapped each of the levels. Results of this study showed that syntactic awareness could be improved through training. The effect was stable, being apparent at the two post-test times. However, no evidence was found for a systematic effect of improved syntactic awareness on reading ability. Moreover, syntactic training did not show any greater effect than no treatment or semantic training on children’s grammatic comprehension, their ability to use fix-up strategies, or on their general reading ability score. Training had a different impact on the accuracy of oral reading for the syntactic and semantic training groups. Thus, in terms of the developmental sequence of syntactic awareness proposed by Gombert (1992), children trained in the cloze procedure improved at the two highest levels, whilst showing neither a corresponding change in the lower levels of awareness, nor improved functional reading performance.     

Effects of type of reinforcement on the intelligence test performance of retarded black children

This study examined the effects of different types of reinforcement on the performance of black males who had been diagnosed as being mildly mentally retarded, using the WISC-R. After each correct response, participants were given no reinforcement, a candy reward, traditional social reinforcement, or culturally relevant social reinforcement. Children given tangible or culturally relevant rewards obtained significantly higher scores than did children given either no reinforcement or traditional social reinforcement.     

The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout

This study investigated the mediating effect of workplace social support on the relationship between trait emotional intelligence and teacher burnout among 307 Chinese middle school teachers. Structural equation modelling revealed a satisfactory fit between the data and our theoretical model. Workplace social support partially mediated the relationship between trait emotional intelligence and teacher burnout. Neither gender nor age moderated the relationship between trait emotional intelligence and teacher burnout. Emotional intelligence and workplace social support can protect teachers from teacher burnout. Thus, providing effective emotional intelligence training and creating supportive workplace conditions requires increased attention from education administrators.     

Further investigation of the relationship between cultural intelligence and expatriate career intentions

International Journal for Educational and Vocational Guidance - Previous research has shown that cultural intelligence is a positive predictor of expatriate career intentions among university...