Do intelligence and sustained attention interact in predicting academic achievement?

Learning and Individual Differences

Volumn 20, Issue 1, 2010, Pages 14-18

  Steinmayr, Ricarda ^a   Ziegler, Mattias ^b   Träuble, Birgit ^a  

^a UNIVERSITY OF HEIDELBERG   (Germany)

^b HUMBOLDT UNIVERSITY   (Germany)

Author keywords

Academic achievement; Incremental validity; Intelligence; Moderation; Sustained attention

Indexed keywords

EID: 71249114659     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2009.10.009     Document Type: Article

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