The relationship between intelligence, working memory, academic self-esteem, and academic achievement

Giofrè, David; Borella, Erika; Mammarella, Irene C.

doi:10.1080/20445911.2017.1310110

Cited by 59 publications

(68 citation statements)

References 81 publications

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“…Several independent studies with children demonstrate that the classical tripartite model is superior compared to alternative WM models (Gathercole, Pickering, Ambridge, & Wearing, 2004;Giofrè, Borella, & Mammarella, 2017;. Intriguingly, there is a debate on whether or not is possible to distinguish between modalities (verbal and visuospatial) in complex working memory tasks (i.e., tasks that require high levels of cognitive control).…”

Section: The Influence Of Wm On Mathematical and Reading Tasksmentioning

confidence: 99%

The differential role of verbal and visuospatial working memory in mathematics and reading

Giofrè

Donolato

Mammarella

2018

Trends in Neuroscience and Education

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Objectives: Several studies have focused on the role of working memory (WM) in predicting mathematical and reading literacy. Alternative models of WM have been proposed and a modalitydependent model of WM, distinguishing between verbal and visuospatial WM modalities, has been advanced. In addition, the relationship between verbal and visuospatial WM and academic achievement has not been extensively and consistently studied, especially when it comes to distinguishing between mathematical and reading tasks. Method: In the present study, we tested a large group of middle school children in several measures of WM, and in mathematical and reading tasks. Results: Confirmatory factor analyses showed that verbal and visuospatial WM can be differentiated and that these factors have a different predictive power in explaining unique portions of variance in reading and mathematics. Conclusions: Our findings point to the importance of distinguishing between WM modalities in evaluating the relationship between mathematics and reading. Research highlights WM tasks can be distinguished between verbal and visuospatial modalities  Verbal WM predicts a large portion of unique variance in reading  Visuospatial WM predicts a large portion of unique variance in mathematics achievement at age 7 years.

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Section: The Influence Of Wm On Mathematical and Reading Tasksmentioning

confidence: 99%

The differential role of verbal and visuospatial working memory in mathematics and reading

Giofrè

Donolato

Mammarella

2018

Trends in Neuroscience and Education

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“…Specifically, the CHC theory of intelligence is a synthesis of Cattell and Horn's theory of fluid and crystallized intelligence [16][17][18] and Carroll's Three-Stratum model [15,19]. There is extensive literature demonstrating that general cognitive abilities and mathematics achievement are strongly associated [20,21]. The fact that general cognitive abilities are strongly related to mathematical outcomes is not surprising.…”

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“…Besides general cognitive ability, which has been consistently related to mathematics achievement [20], also non-cognitive factors seem to play an additional role and, among these, math anxiety [29][30][31]: this construct can be broadly defined as a state of discomfort caused by performing mathematical tasks and expresses itself as a feeling of fear that many people experience when engaging in mathematical tasks [32][33][34]. In fact, math anxiety is a multivariate construct that includes: math learning anxiety, which refers to feelings of tension when content has to be learned; math evaluation anxiety, which refers to situations in which performance in mathematics is being evaluated; and, finally, generalized school anxiety, as to an extension of anxiety to other school subject [35].…”

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“…Whether some consensus exists on the impact of general cognitive abilities, math anxiety, and self-esteem on mathematics achievement, the relations between these different constructs has not been addressed so far. To the best of our knowledge, only one study on sixth graders has explored jointly two of the three suggested predictors (intelligence and self-esteem) and their impact on mathematics performance [20]. Giofrè, Borella, and Mammarella (2017) showed that intelligence was the best predictor of mathematics achievement, but also selfesteem was able to predict mathematics achievement.…”

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confidence: 99%

“…To the best of our knowledge, only one study on sixth graders has explored jointly two of the three suggested predictors (intelligence and self-esteem) and their impact on mathematics performance [20]. Giofrè, Borella, and Mammarella (2017) showed that intelligence was the best predictor of mathematics achievement, but also selfesteem was able to predict mathematics achievement. The Authors showed that their data fitted best a model including a direct link from intelligence to the mathematics achievement and direct and indirect effects of self-esteem on mathematics achievement through intelligence.…”

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The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school

et al. 2020

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There is increasing evidence that several factors, including both cognitive and non-cognitive ones, play an important role in mathematics achievement. Relatively little is known about how socio-emotional features and the quality of the student-teacher relationship correlate with mathematics achievement among adolescents in transition to middle school. The aim of the present study is to examine the role of cognitive factors (general cognitive abilities), non-cognitive factors (math anxiety and self-esteem), and the quality of the student-teacher relationship on mathematics achievement. A large sample of Italian sixth graders was evaluated upon entering middle school. The results showed that general cognitive ability was the best predictor of mathematics achievement. As regards non-cognitive factors, the level of math anxiety was effective in predicting mathematics achievement, after controlling for other measures including self-esteem and the quality of the student-teacher relationship. In particular, we found that the quality of the student-teacher relationship had an indirect influence on mathematics achievement through the mediation of math anxiety. Our findings seem to indicate that the quality of the student-teacher relationship may be related to mathematics achievement, through its effects on math anxiety. This may have important implications for practitioners and educators, as we can suggest that interventions devoted to improving the quality of the student-teacher relationship may play a positive role in both preventing math anxiety and promoting mathematics learning.

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Diagnostic Specificity and Association With Cognition of Molecular Alterations in Prefrontal Somatostatin Neurons in Schizophrenia

Dienel,

Dowling,

Barile

et al. 2023

JAMA Psychiatry

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ImportanceIndividuals with schizophrenia (SZ) exhibit pronounced deficits in somatostatin (SST) messenger RNA (mRNA) levels in the dorsolateral prefrontal cortex (DLPFC). Molecularly distinct subtypes of SST neurons, located in the superficial and deep zones of the DLPFC, are thought to contribute to different functional processes of this region; understanding the specificity of SST alterations in SZ across these zones could inform the functional consequences of those alterations, including cognitive impairments characteristic of SZ.ObjectiveTo quantify mRNA levels of SST and related neuropeptides in the DLPFC in individuals with SZ, bipolar disorder (BPD), or major depressive disorder (MDD) and unaffected comparison individuals.Design, Setting, and ParticipantsThis case-control study, conducted from January 20, 2020, to March 30, 2022, used postmortem brain tissue specimens previously obtained from individuals with SZ, MDD, or BPD and unaffected individuals from a community population through 2 medical examiners’ offices. Demographic, clinical, and educational information was ascertained through psychological autopsies.ExposuresDiagnosis of SZ, BPD, or MDD.Main Outcome and MeasuresThe main outcome was levels of SST and related neuropeptide mRNA in 2 DLPFC zones, examined using laser microdissection and quantitative polymerase chain reaction or fluorescent in situ hybridization (FISH). Findings were compared using educational attainment as a proxy measure of premorbid cognition.ResultsA total of 200 postmortem brain specimens were studied, including 65 from unaffected comparison individuals (42 [65%] male; mean [SD] age, 49.2 [14.1] years); 54 from individuals with SZ (37 [69%] male; mean [SD] age, 47.5 [13.3] years); 42 from individuals with MDD (24 [57%] male; mean [SD] age, 45.6 [12.1] years); and 39 from individuals with BPD (23 [59%] male; mean (SD) age, 46.2 [12.5] years). Compared with unaffected individuals, levels of SST mRNA were lower in both superficial (Cohen d, 0.68; 95% CI, 0.23-1.13; P = .004) and deep (Cohen d, 0.60; 95% CI, 0.16-1.04; P = .02) DLPFC zones in individuals with SZ; findings were confirmed using FISH. Levels of SST were lower only in the superficial zone in the group with MDD (Cohen d, 0.58; 95% CI, 0.14-1.02; P = .12), but the difference was not significant; SST levels were not lower in either zone in the BPD group. Levels of neuropeptide Y and tachykinin 1 showed similar patterns. Neuropeptide alterations in the superficial, but not deep, zone were associated with lower educational attainment only in the group with SZ (superficial: adjusted odds ratio, 1.71 [95% CI, 1.11-2.69]; P = .02; deep: adjusted odds ratio, 1.08 [95% CI, 0.64-1.84]; P = .77).Conclusions and RelevanceThe findings revealed diagnosis-specific patterns of molecular alterations in SST neurons in the DLPFC, suggesting that distinct disease processes are reflected in the differential vulnerability of SST neurons in individuals with SZ, MDD, and BPD. In SZ, alterations specifically in the superficial zone may be associated with cognitive dysfunction.

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The relationship between intelligence, working memory, academic self-esteem, and academic achievement

Cited by 59 publications

References 81 publications

The differential role of verbal and visuospatial working memory in mathematics and reading

The differential role of verbal and visuospatial working memory in mathematics and reading

The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school

Diagnostic Specificity and Association With Cognition of Molecular Alterations in Prefrontal Somatostatin Neurons in Schizophrenia

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