Domain-specific school achievement in boys and girls as predicted by intelligence, personality and motivation

Personality and Individual Differences

Volumn 48, Issue 4, 2010, Pages 481-486

  Spinath, Birgit ^a   Harald Freudenthaler, H ^b   Neubauer, Aljoscha C ^b  

^a UNIVERSITY OF HEIDELBERG   (Germany)

^b UNIVERSITY OF GRAZ   (Austria)

Author keywords

Intelligence; Motivation; Personality; School achievement; Sex differences

Indexed keywords

EID: 73749087446     PISSN: 01918869     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.paid.2009.11.028     Document Type: Article

References (33)

1. Blum F., Didi H.-J., Fay E., Maichle U., Trost G., Wahlen J.-H., et al. Intelligenz-Struktur-Analyse. Ein Test zur Messung der Intelligenz (1998), Swets Test Services, Frankfurt
2. Bratko D., Chamorro-Premuzic T., and Saks Z. Personality and school performance. Incremental validity of self-and peer-ratings over intelligence. Personality and Individual Differences 41 (2006) 131-142
3. Connell R.W. Cool guys, swots and wimps: The interplay of masculinity and education. Oxford Review of Education 15 (1989) 291-303
4. Digman J.M. Personality structure: Emergence of the five-factor model. Annual Review of Psychology 41 (1990) 417-440
5. Epstein D., Elwood J., Jey V., and Maw J. Failing boys? Issues in gender and achievement (1998), Open University Press, Buckingham, PA
6. Feingold A. Cognitive gender differences are disappearing. American Psychologist 43 (1988) 95-103
7. Feingold A. Gender differences in personality: A meta-analysis. Psychological Bulletin 116 (1994) 429-456
8. Freudenthaler H., Spinath B., and Neubauer A. Predicting school achievement in boys and girls. European Journal of Personality 22 (2008) 231-245
9. Goldberg L.R. An alternative 'description of personality': The Big-Five factor structure. Journal of Personality and Social Psychology 59 (1990) 1216-1229
10. Gottfredson L.S. G: Highly general and highly practical. In: Sternberg R.J., and Grigorenko E.L. (Eds). The general factor of intelligence. How general is it? (2002), Erlbaum, Mahwah, NJ 331-380
11. Gottfried A.E. Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology 82 (1990) 525-538
12. Gustafsson J.-E., and Undheim J.O. Individual differences in cognitive functions. In: Berliner D.C., and Calfee R.C. (Eds). Handbook of educational psychology (1996), Prentice Hall International, New York 186-242
13. Halpern D.F. Sex differences in cognitive abilities. 3rd ed. (2000), Lawrence Erlbaum, Mahwah, NJ
14. Hansford B.C., and Hattie J.A. The relationship between self and achievement/ performance measures. Review of Educational Research 52 (1982) 123-142
15. Hyde J.S. The gender similarity hypothesis. American Psychologist 60 (2005) 581-592
16. Jacobs J.E., Lanza S., Osgood D.W., Eccles J.S., and Wigfield A. Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development 73 (2002) 509-527
17. Kuncel N.R., Crede M., and Thomas L.L. The validity of self-reported grade point averages, class ranks, and test scores: A meta-analysis and review of the literature. Review of Educational Research 75 (2005) 63-82
18. Laidra K., Pullmann H., and Allik J. Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences 42 (2007) 441-451
19. Lloyd J., and Barenblatt L. Intrinsic intellectuality: Its relations to social class, intelligence, and achievement. Journal of Personality and Social Psychology 46 (1984) 646-654
20. Mac An Ghaill M. The making of men: Masculinites, sexualites and schooling (1994), Open University Press, Buckingham
21. McCrae R.R., and Costa P.T. Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology 52 (1987) 81-90
22. McGrew K.S., Flanagan D.P., Keith T.Z., and Vanderwood M. Beyond g: The impact of Gf-Gc specific cognitive abilities research on the future use and interpretation of intelligence tests in the schools. School Psychology Review 26 (1997) 189-210
23. Morris L.W., Finkelstein C.S., and Fisher W.R. Components of school anxiety: Developmental trends and sex differences. Journal of Genetic Psychology 128 (1976) 49-57
24. Rammstedt B., and John O.P. Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German. Journal of Research in Personality 41 (2007) 203-212
25. Schlögl, P., & Lachmayr, N. (2004). Motive und Hindergründe von Bildungsentscheidungen in Österreich [Motives of and backgrounds for educational decisions in Austria]. Wien: oibf - Österreichisches Institut für Berufsbildungsforschung.
26. Scottish Office (1998). Raising standards - Setting targets: Gender issues in raising attainment. Edinburgh: HMSO.
27. Spinath B., Spinath F.M., Harlaar N., and Plomin R. Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence 34 (2006) 363-374
28. Steinmayr R., and Spinath B. Sex differences in school achievement: What are the roles of personality and achievement motivation?. European Journal of Personality 22 (2008) 185-209
29. Tanzer, N.K. (1994). Selbstbeschreibungsinventar für Kinder und Jugendliche (SBI-KJ) [Self-description inventory for children and adolescents]. Unpublished manuscript, Karl-Franzens University Graz.
30. Tanzer N.K. Validierung eines Selbstbeschreibungsinventars für Kinder und Jugendliche nach Marsh (1988) [Validation of the self-description inventory for children and adolescents by Marsh (1988)]. Zeitschrift für Differentielle und Diagnostische Psychologie 16 (1995) 281
31. Wigfield A., and Eccles J.S. Expectancy-value theory of achievement motivation. Contemporary Educational Psychology 25 (2000) 68-81
32. Wong K.-C., Lam Y.R., and Ho L.-M. The effects of schooling on gender differences. British Educational Research Journal 28 (2002) 827-843
33. Zeidner M. Test anxiety: The state of the art (1998), Plenum, New York