The present research uses self-determination theory to examine whether autonomous and controlled regulation of performance-approach (PAp) goals would differentially predict educational outcomes and add to the variance explained by the goal strength. Two cross-sectional studies among 10th to 12th grade students supported this hypothesis but showed that when regulations of PAp goals were entered into the same regression equation with the PAp goal strength, the PAp goal strength no longer predicted outcomes. Study 2 examined perfectionism in relation to PAp goals and types of regulation, thereby showing that whereas adaptive and maladaptive perfectionism were both positively related to PAp goals, adaptive and maladaptive perfectionism were associated with autonomous and controlled regulations, respectively. Finally, path modeling indicated that autonomous and controlled regulations of PAp goals (but not PAp goals themselves) accounted for nearly all of the relation between the types of perfectionism and learning outcomes. The discussion emphasizes that it is critical to move beyond the consideration of PAp goals per se, thereby considering the types of regulation of PAp goals.

This study examines whether peer feedback can be a substitute for teacher feedback and which measures can be taken to improve its effectiveness. A pre-test post-test control group design examined the long-term learning effects of individual peer feedback and of collective teacher feedback on writing assignments in secondary education. Moreover, it examined the added value of a priori question forms and a posteriori reply forms aimed at supporting the assessee's response to peer feedback. The study supports the 'non-inferiority' hypothesis of there being no significant difference in students' progress after plain substitutional peer feedback or teacher feedback. Both groups (plain peer feedback and teacher feedback), however, improved significantly less than the groups that worked with question or reply forms, confirming the added-value of these forms. Almost half of the students found the received peer feedback helpful, but less than a quarter considered giving feedback an aid in their own learning process.

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The assertion that ability differences no longer matter beyond a certain threshold is inaccurate. Among young adolescents in the top 1% of quantitative reasoning ability, individual differences in general cognitive ability level and in specific cognitive ability pattern (that is, the relationships among an individual’s math, verbal, and spatial abilities) lead to differences in educational, occupational, and creative outcomes decades later. Whereas ability level predicts the level of achievement, ability pattern predicts the realm of achievement. Adding information on vocational interests refines prediction of educational and career choices. Finally, lifestyle preferences relevant to career choice, performance, and persistence often change between ages 25 and 35. This change results in sex differences in preferences, which likely have relevance for understanding the underrepresentation of women in careers that demand more than full-time (40 hours per week) commitment.

High intelligence may be associated with positive (adaptive, desired) outcomes, but may also come with disadvantages.To contribute empirically to the debate concerning whether a trade-off in IQ scores exists in relation to attention-deficit hyperactivity disorder (ADHD) and related problems, suggesting that high intelligence - like low intelligence - increases the risk of ADHD.Curves of the relation between IQ score and ADHD problems were fitted to questionnaire data (parent, teacher, self-report} in a population-based study of 2221 children and adolescents aged 10-12 years. Externalising and internalising problems were included for comparison purposes.Higher IQ score was most strongly related to fewer attention problems, with more rater discrepancy in the high average IQ range. Attention problems - but only minimally hyperactivity/impulsivity problems - predicted functional impairment at school, also in the higher IQ range.Attention problems in highly intelligent children are exceptional and affect school performance; they are therefore a reason for clinical concern.