2022
DOI: 10.1016/j.cedpsych.2022.102068
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What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy?

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Cited by 7 publications
(6 citation statements)
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“…In addition, the results of our bi-factor model demonstrate that the GRS-S scales primarily reflect different aspects of giftedness in addition to general cognitive ability, which is consistent with the findings of Petscher and Pfeiffer (2019). This concept would result in a bi-factor model with six distinct factors, which is also supported by Benson and Kranzler (2018) and Jaburek et al (2022). Parallel to this, our bi-factor model results show that the GRS-S scales predominantly reflect various dimensions of giftedness in addition to general cognitive ability, which is in line with Petscher and Pfeiffer (2019) findings.…”
Section: Discussionsupporting
confidence: 85%
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“…In addition, the results of our bi-factor model demonstrate that the GRS-S scales primarily reflect different aspects of giftedness in addition to general cognitive ability, which is consistent with the findings of Petscher and Pfeiffer (2019). This concept would result in a bi-factor model with six distinct factors, which is also supported by Benson and Kranzler (2018) and Jaburek et al (2022). Parallel to this, our bi-factor model results show that the GRS-S scales predominantly reflect various dimensions of giftedness in addition to general cognitive ability, which is in line with Petscher and Pfeiffer (2019) findings.…”
Section: Discussionsupporting
confidence: 85%
“…The high latent correlations are compatible with a theory of giftedness that regards it as variably manifested across domains with an underlying shared ability aspect, according to the authors of the Spanish adaptation (Rosado et al, 2015), who go into more detail about this topic. This idea would lead to a bi-factor model with six distinct elements, according to Benson and Kranzler (2018) and Jaburek et al (2022). In addition, the results of our bi-factor model demonstrate that the GRS-S scales primarily reflect different aspects of giftedness in addition to general cognitive ability, which is consistent with the findings of Petscher and Pfeiffer (2019).…”
Section: Discussionsupporting
confidence: 81%
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“…Furthermore, the above findings underlie that there is a strong connection between giftedness and executive functioning, and that teachers can identify that a gifted student can demonstrate their extraordinary abilities as early as preschool age, irrespective of cultural background and socioeconomic status. In conclusion, the research points out that working memory should be considered a key factor in the field of giftedness [ 79 ].…”
Section: Discussionmentioning
confidence: 99%