Predictors of the IQ-achievement gap in France: A longitudinal analysis

Guez, Ava; Panaïotis, Thelma; Peyre, Hugo; Ramus, Franck

doi:10.1016/j.intell.2018.05.008

Cited by 19 publications

(13 citation statements)

References 36 publications

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“…Such results have also been found among Swedish samples at the elementary and lower-secondary school levels (Rosander & Bäckström, 2014). There are many studies which include both cognitive and non-cognitive or personality factors such as the FFM or other non-cognitive abilities such as self-efficacy or locus of control (e.g., Bandura, 2006;Borghans et al, 2008;Duckworth et al, 2011;Duckworth & Seligman, 2005;Guez et al, 2018;Heckman & Kautz, 2014;Lu et al, 2011;Rammstedt et al, 2016;Sorjonen et al, 2012;Vazsonyi et al, 2022). Humphries and Kosse (2017), however, stress that it is important to separate personality constructs such as the FFM from (other) non-cognitive constructs.…”

Section: Introductionmentioning

confidence: 65%

The influence of SES, cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts

Boman

2022

Eur J Psychol Educ

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It is well established that socioeconomic status, cognitive ability, and non-cognitive abilities such as self-efficacy are substantially associated with academic achievement. However, the specific relationships of these variables remain a relatively unexplored topic in regard to more recent and representative samples. The current study examined such relations by taking advantage of two cohorts (total N = 12,315) of Swedish students at the elementary (Grade 6) and lower-secondary school levels (Grade 8) in the compulsory school. The regression models showed that all three variables explained a substantial portion of grade variance, with cognitive ability having the strongest relationship, followed by non-cognitive abilities, and SES. Longitudinal associations, which accounted for previous academic achievement, showed that the three variables did still explain a substantial amount of grade variance.

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Section: Introductionmentioning

confidence: 65%

The influence of SES, cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts

Boman

2022

Eur J Psychol Educ

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“…For age, adolescents 16-years-old scored higher than 12–14-year-olds and 18-year-olds on the FHL assessment, and higher than 18-year-olds on the CHL, and AAHL Composite assessments. Given that the data was collected in a high school setting, there is a possibility that some 18-year-olds may still be enrolled in high school due to lower achievement which might be a product of intelligence and environment [ 51 ]. An environment not conducive to achievement (e.g., lower parental income, lower parental education [ 51 , 52 ]) may also be less conducive to developing HL skills due to fewer opportunities for developing cultural health capital [ 49 ].…”

Section: Discussionmentioning

confidence: 99%

“…Given that the data was collected in a high school setting, there is a possibility that some 18-year-olds may still be enrolled in high school due to lower achievement which might be a product of intelligence and environment [ 51 ]. An environment not conducive to achievement (e.g., lower parental income, lower parental education [ 51 , 52 ]) may also be less conducive to developing HL skills due to fewer opportunities for developing cultural health capital [ 49 ]. Regarding gender, girls scored higher than boys on IHL, CHL, and AAHL composite assessments.…”

Section: Discussionmentioning

confidence: 99%

Development and validation of assessments of adolescent health literacy: a Rasch measurement model approach

2022

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Background Health literacy (HL) is implicated in improved health decision-making and health promotion, and reduced racial, ethnic, and socioeconomic health disparities. Three major areas of HL include functional, interactive, and critical HL. HL skills develop throughout the lifespan as individuals’ psychosocial and cognitive capacities develop and as they accumulate experiences with navigating health systems. Though adolescence is marked by increased involvement in health decision-making, most HL studies and measures of HL have focused on adults. Both the adult and adolescent HL literature are also limited by the paucity of validated test-based measures for assessing HL. The existing test-based validated HL measures for adolescents were originally designed for adults. However, adolescents are at an earlier phase of developing their HL skills (e.g., fewer experiences navigating the health system) compared to adults and measures originally designed for adults may assume prior knowledge that adolescents may lack therein underestimating adolescents’ HL. This study developed and validated test-based assessments of adolescents’ functional, interactive, and critical HL. Methods Items were generated in an iterative process: focus groups with adolescents informed item content, cognitive interviews with adolescents and expert consultation established content and face validity of the initial items, and items were revised or removed where indicated. High school students (n = 355) completed a measurement battery including the revised HL items. The items were evaluated and validated using Rasch measurement models. Results The final 6-item functional, 10-item interactive, and 7-item critical HL assessments and their composite (23 items) fit their respective Rasch models. Item-level invariance was established for gender (male vs. female), age (12–15-year-olds vs. 16–18-year-olds), and ethnicity in all assessments. The assessments had good convergent validity with an established measure of functional HL and scores on the assessments were positively related to reading instructions before taking medicine and questioning the truthfulness of health information found online. Conclusions These assessments are the first test-based measures of adolescents’ interactive and critical HL, the first test-based measure of functional HL designed for adolescents, and the first composite test-based assessment of all three major areas of HL. These assessments should be used to inform strategies for improving adolescents’ HL, decision-making, and behaviors.

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“…Empirical research increasingly demonstrates that variation in educational achievement, particularly in the context of social disadvantage, is not fully, or even primarily, explained by intrinsic cognitive ability. Instead, high achieving individuals are distinguished by their -non-cognitive skills‖ (NCS): beliefs, attitudes, and motivation toward learning that help them persevere and grow from challenges (Guez et al, 2018;Kornilova et al, 2009;Blackwell et al, 2007;Culin et al, 2014;Duckworth et al, 2007;Johnson et al, 2017;MacNamara and Collins, 2010;Stokas, 2015). Supported by evidence from neuroscience that the human brain remains malleable well into adulthood (Fuchs and Gould, 2000), NCS encompass beliefs that human capacities for learning are fluid and extend across lifespan.…”

Section: Introductionmentioning

confidence: 99%

Grit, growth mindset and participation in competitive policy debate: Evidence from the Chicago Debate League

Kalesnikava¹,

Ekey²,

Ko³

et al. 2019

Educ. Res. Rev.

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Non-cognitive skills (NCS) contribute to variation in how students respond to challenges inside the classroom and beyond. Competitive policy debate is a co-curricular activity that both encourages cooperative learning and is hypothesized to promote NCS. The goal of this pilot was to examine the relationship between debate participation and change in four NCS among high school students over the course of an academic year. Two surveys (Fall and Spring) were administered during the 2017/18 academic year to students who participated in the Chicago Debate League (n=102). Surveys assessed demographic factors, characteristics of debate participation, and four indicators of NCS each measured using established scales: Growth mindset, grit, mood, and civic engagement. Paired t-tests were used to quantify change in NCS over time. Linear regression was used to assess the relationship between characteristics of debate participation and change in NCS. In the Fall, median length of debate participation was 6.2 months. Average age was 16, most (82%) participants were non-White and 52% were female. Over the academic year, growth mindset increased (Δ=0.29 (95% Confidence Interval (CI): 0.10, 0.48) while grit declined (Δ= -0.17, 95% CI: -0.34, -0.01). Civic engagement and mood were unchanged. Duration of participation was associated with increased change in grit (β=0.04, p≤0.01), but was unrelated to the other NCS. Motivation for joining debate did not explain variation in any NCS. Debate participation is associated with improvement in some NCS. Findings have implications for scalable interventions to promote NCS in the context of cooperative learning.

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Predictors of the IQ-achievement gap in France: A longitudinal analysis

Cited by 19 publications

References 36 publications

The influence of SES, cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts

The influence of SES, cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts

Development and validation of assessments of adolescent health literacy: a Rasch measurement model approach

Grit, growth mindset and participation in competitive policy debate: Evidence from the Chicago Debate League

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