More than just IQ: school achievement is predicted by self-perceived abilities--but for genetic rather than environmental reasons.
about
Added value measures in education show genetic as well as environmental influence.The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence.True grit and genetics: Predicting academic achievement from personality.More than just IQ: A longitudinal examination of self-perceived abilities as predictors of academic performance in a large sample of UK twinsWhy children differ in motivation to learn: Insights from over 13,000 twins from 6 countries.The etiology of mathematical self-evaluation and mathematics achievement: understanding the relationship using a cross-lagged twin study from age 9 to 12.Learning Motivation Mediates Gene-by-Socioeconomic Status Interaction on Mathematics Achievement in Early ChildhoodSocioeconomic Status Modifies Interest-Knowledge Associations among Adolescents.Twins Early Development Study (TEDS): a genetically sensitive investigation of cognitive and behavioral development from childhood to young adulthood.A novel approach to genetic and environmental analysis of cross-lagged associations over time: the cross-lagged relationship between self-perceived abilities and school achievement is mediated by genes as well as the environment.Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time.Trait complexes and academic achievement: old and new ways of examining personality in educational contexts.Genetically-mediated associations between measures of childhood character and academic achievement.Self-efficacy is mainly genetic, not learned: a multiple-rater twin study on the causal structure of general self-efficacy in young people.Current twin studies in Germany: report on CoSMoS, SOEP, and ChronoS.The German multi-centre study on smoking-related behavior-description of a population-based case-control study.Psychiatric Symptom Dimensions Are Associated With Dissociable Shifts in Metacognition but Not Task Performance.Phenotypic, genetic, and environmental relationships between self-reported talents and measured intelligence.Longitudinal predictors of adult socioeconomic attainment: the roles of socioeconomic status, academic competence, and mental health.Genomics, Big Data, and Broad Consent: a New Ethics Frontier for Prevention Science
P2860
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P2860
More than just IQ: school achievement is predicted by self-perceived abilities--but for genetic rather than environmental reasons.
description
2009 nî lūn-bûn
@nan
2009 թուականի Մայիսին հրատարակուած գիտական յօդուած
@hyw
2009 թվականի մայիսին հրատարակված գիտական հոդված
@hy
2009年の論文
@ja
2009年学术文章
@wuu
2009年学术文章
@zh-cn
2009年学术文章
@zh-hans
2009年学术文章
@zh-my
2009年学术文章
@zh-sg
2009年學術文章
@yue
name
More than just IQ: school achi ...... er than environmental reasons.
@ast
More than just IQ: school achi ...... er than environmental reasons.
@en
type
label
More than just IQ: school achi ...... er than environmental reasons.
@ast
More than just IQ: school achi ...... er than environmental reasons.
@en
prefLabel
More than just IQ: school achi ...... er than environmental reasons.
@ast
More than just IQ: school achi ...... er than environmental reasons.
@en
P2860
P50
P1476
More than just IQ: school achi ...... er than environmental reasons.
@en
P2093
Corina U Greven
Nicole Harlaar
P2860
P304
P356
10.1111/J.1467-9280.2009.02366.X
P577
2009-05-15T00:00:00Z