463
Views
5
CrossRef citations to date
0
Altmetric
Article

Educational and learning capital as predictors of general intelligence and scholastic achievements

References

  • Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First‐grade classroom behaviour: Its short‐and long‐term consequences for school performance. Child Development, 64, 801–814.
  • Attewell, P., & Battle, J. (1999). Home computers and school performance. Information Society, 15, 1–10.
  • Balboni, G., Naglieri, J. A., & Cubelli, R. (2010). Concurrent and predictive validity of the Raven progressive matrices and the Naglieri nonverbal ability test. Journal of Psychoeducational Assessment, 28, 222–235.
  • Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399.
  • Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools. Journal of Urban Economics, 66, 103–115.
  • Carpenter, P. A., Just, M. A., & Shell, P. (1990). What one intelligence test measures: A theoretical account of the processing in the Raven matrices test. Psychological Review, 97, 404–431.
  • Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. E. (2007). Physical fitness and academic achievement in third-and fifth-grade students. Journal of Sport and Exercise Psychology, 29, 239–252.
  • Chen, C., & Stevenson, H. W. (1995). Motivation and mathematics achievement: A comparative study of Asian-American, Caucasian-American, and East Asian high school students. Child Development, 66, 1215–1234.
  • Cheng, R. W. Y., & Philippson, S. (2013). Goal orientations and the development of subjective action space in Chinese students. In S. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Development of excellence in East-Asia: Explorations in the Actiotope model of giftedness (pp. 114–131). London: Routledge.
  • Coatsworth, J. D., & Conroy, D. E. (2007). Youth sport as a component of organized afterschool programs. New Directions for Student Leadership, 2007, 57–74.
  • Coe, D. P., Pivarnik, J. M., Womack, C. J., Reeves, M. J., & Malina, R. M. (2006). Effect of physical education and activity levels on academic achievement in children. Medicine & Science in Sports & Exercise, 38, 1515–1519.
  • DeGarmo, D. S., Forgatch, M. S., & Martinez, C. R., Jr. (1999). Parenting of divorced mothers as a link between social status and boys’ academic outcomes: Unpacking the effects of socioeconomic status. Child Development, 70, 1231–1245.
  • Epstein, J. L., & Sheldon, S. B. (2006). Moving forward: Ideas for research on school, family, and community partnerships. In C. F. Conrad & R. C. Serlin (Eds.), The SAGE handbook for research in education: Engaging ideas and enriching inquiry (pp. 117–138). Thousand Oaks, CA: Sage Publications, Inc.
  • Ericsson, K. A. (2008). Deliberate practice and acquisition of expert performance: A general overview. Academic Emergency Medicine, 15, 988–994.
  • Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.
  • Ericsson, K. A., Roring, R. W., & Nandagopal, K. (2007). Giftedness and evidence for reproducibly superior performance: An account based on the expert performance framework. High Ability Studies, 18, 3–56.
  • Faires, J., Nichols, W. D., & Rickelman, R. J. (2000). Effects of parental involvement in developing competent readers in first grade. Reading Psychology, 21, 195–215.
  • Ginsburg-Block, M., Manz, P. H., & McWayne, C. (2009). Partnering with families to foster early achievement in reading and mathematics. In A. L. Reschly & S. Christenson (Eds.), The handbook on school family partnerships for promoting student competence (pp. 176–203). Oxford, UK: Routledge/Taylor and Francis Group.
  • Gottfredson, L. (1997). Why g matters: The complexity of everyday life. Intelligence, 24, 79–132.
  • Gottfredson, L. S. (2002). Where and why g matters: not a mystery. Human Performance, 15(1–2), 25-46.
  • Hamel, R., & Schmittmann, V. D. (2006). The 20-minute version as a predictor of the Raven Advanced Progressive Matrices Test. Educational and Psychological Measurement, 66, 1039–1046.
  • Hanscombe, K. B., Trzaskowski, M., Haworth, C. M., Davis, O. S., Dale, P. S., & Plomin, R. (2012). Socioeconomic status (SES) and children’s intelligence (IQ): In a UK-representative sample SES moderates the environmental, not genetic, effect on IQ. PLoS One, 7, e30320.
  • Harder, B., O’Reilly, C., & Debatin, T. (2018). Intelligence, educational and learning capital, and domain impact level of activities as predictors of School achievement. Journal for the Education of the Gifted, 41, 327–347.
  • Harder, B., Trottler, S., Vialle, W., & Ziegler, A. (2015). Diagnosing resources for effective learning via teacher and parent checklists. Psychological Test and Assessment Modeling, 57, 201–221.
  • Harder, B., Vialle, W., & Ziegler, A. (2014). Conceptions of giftedness and expertise put to the empirical test. High Ability Studies, 25, 83–120.
  • Hsin, A., & Xie, Y. (2014). Explaining Asian Americans’ academic advantage over whites. Proceedings of the National Academy of Sciences, 111, 8416–8421.
  • Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40, 237–269.
  • Kantomaa, M. T., Stamatakis, E., Kankaanpää, A., Kaakinen, M., Rodriguez, A., Taanila, A., … Tammelin, T. (2013). Physical activity and obesity mediate the association between childhood motor function and adolescents’ academic achievement. Proceedings of the National Academy of Sciences, 110(5), 1917–1922.
  • Kuncel, N. R., & Hezlett, S. A. (2007). Standardized tests predict graduate students’ success. Science, 315, 1080–1081.
  • Kuncel, N. R, Hezlett, S. A, & Ones, D. S. (2004). Academic Performance, Career Potential, Creativity, and Job Performance: Can One Construct Predict Them All? Journal Of Personality and Social Psychology, 86(1), 148–161. doi: 10.1037/0022-3514.86.1.148
  • Leana-Taşcılar, M. Z. (2015). The actiotope model of giftedness: Its relationship with motivation, and the prediction of academic achievement among Turkish students. The Educational and Developmental Psychologist, 32, 41–55.
  • Marcou, A., & Philippou, G. (2005). Motivational beliefs self-regulated learning and mathematical problem solving. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 297–304). Melbourne: PME.
  • Muthén, L. K., & Muthén, B. O. (2018). Mplus user’s guide (8th ed.). Los Angeles: Muthén & Muthén.
  • Neubauer, A. C., & Opriessnig, S. (2014). The development of talent and excellence-do not dismiss psychometric intelligence, the (Potentially) most powerful predictor. Talent Development & Excellence, 6, 1–15.
  • Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R., & Valle, A. (2015). Teachers’ feedback on homework, homework-related behaviors, and academic achievement. The Journal of Educational Research, 108, 204–216.
  • Papanastasiou, E., Zembylas, M., & Vrasidas, C. (2003). When computer use is associated with negative science achievement. Journal of Science Education and Technology, 12, 325–332.
  • Paz-Baruch, N. (2015). Validation study of the Questionnaire of Educational and Learning Capital (QELC) in Israel. Psychological Test and Assessment Modeling, 57(2), 222–235.
  • Phillipson, S., Stoeger, H., & Ziegler, A. (Eds.). (2013). Development of excellence in East-Asia: Explorations in the Actiotope model of giftedness. London: Routledge.
  • Phillipson, S., & Yick, S.J.N. (2013). Parental involvement within the actiotope model of giftedness: what it means for east-asian students. In S. N. Phillipson, H. Stoeger, & A. Ziegler(Eds (Eds), Development of excellence in east-asia: explorations in the actiotope model of giftedness (pp. pp. 167–187). London: Routledge.
  • Pianta, R. C, & Egeland, B. (1990). Life stress and parenting outcomes in a disadvantaged sample: results of the mother-child interaction project. Journal Of Clinical Child Psychology, 19(4), 329-336.
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459–470.
  • Raven, J., Raven, J. C., & Court, J. H. (2000). Manual for raven’s progressive matrices and vocabulary scales. Oxford, UK: Oxford Psychologists.
  • Renzulli, J. S. (2005). The three ring conception of giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53–92). Cambridge, UK: Cambridge University Press.
  • Rivkin, S., Hanushek, E., & Kain, J. (2005). Teachers, schools, and academic achievement. Econometrica, 73, 417–458.
  • Rowan, B., Chiang, F., & Miller, R. J. (1997). Using research on employees’ performance to study the effects of teachers on students’ achievement. Sociology of Education, 70, 256–284.
  • Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245–302.
  • Schneider, B., Hieshima, J. A., Lee, S., & Plank, S. (1994). East-Asian academic success in the United States: Family, school, and community explanations. In P. M. Greenfield & R. R. Cocking (Eds.), Cross-cultural roots of minority child development (pp. 323–350). New York: Prentice-Hall.
  • Spira, E. G., & Fischel, J. E. (2005). The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: A review. Journal of Child Psychology and Psychiatry, 46, 755–773.
  • Sternberg, R. J. (1999). The theory of successful intelligence. Review of General Psychology, 3, 292–316.
  • Stoeger, H. (2013). Support-oriented identification of gifted students in East Asia according to the actiotope model of giftedness. In S. N. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Exceptionality in East-Asia: Explorations in the actiotope model of giftedness (pp. 188–211). London: Routledge.
  • Stoeger, H., Fleischmann, S., & Obergriesser, S. (2015). Self-regulated learning (SRL) and the gifted learner in primary school: The theoretical basis and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning. Asia Pacific Education Review, 16, 257–267.
  • Stoeger, H., Steinbach, J., Obergriesser, S., & Matthes, B. (2014). What is more important for fourth-grade primary school students for transforming their potential into achievement: The individual or the environmental box in multidimensional conceptions of giftedness? High Ability Studies, 25, 5–21.
  • Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and children’s intelligence, cognition, and academic achievement. Educational Psychology Review, 20, 111–131.
  • Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7, 77–88.
  • Trentacosta, C. J, Izard, C. E, Mostow, A. J, & Fine, S. E. (2006). Children's emotional competence and attentional competence in early elementary school. School Psychology Quarterly, 21, 148-170.
  • Vladut, A., Liu, Q., Leana-Taşcilar, M., Vialle, W., & Ziegler, A. (2013). A cross-cultural validation study of the Questionnaire of Educational and Learning Capital (QELC) in China, Germany and Turkey. Psychological Test and Assessment Modeling, 55, 462–478.
  • Vladut, A, Vialle, W, & Ziegler, A. (2015). Learning resources within the actiotope: a validation study of the qelc (questionnaire of educational and learning capital). Psychological Test and Assessment Modeling, 57, 40-56.
  • Vladut, A., Vialle, W., & Ziegler, A. (2016). Two studies of the empirical basis of two learning resource-oriented motivational strategies for gifted educators. High Ability Studies, 27, 39–60.
  • Vukman, K., & Licardo, M. (2010). How cognitive, metacognitive, motivational and emotional self‐regulation influence school performance in adolescence and early adulthood. Educational Studies, 36, 259–268.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. The Review of Educational Research, 63, 249–294.
  • White, K. R. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91, 461–481.
  • Wittwer, J., & Senkbeil, M. (2008). Is students’ computer use at home related to their mathematical performance at school? Computers & Education, 50, 1558–1571.
  • Ziegler, A. (2005). The Actiotope model of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 411–436). New York, NY: Cambridge University Press.
  • Ziegler, A., & Phillipson, S. (2012). Towards a systemic theory of giftedness. High Ability Studies, 23, 3–30.
  • Ziegler, A., & Baker, J. (2013). Talent development as adaption: The role of educational and learning capital. In N. S. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Exceptionality in East Asia: Explorations in the actiotope model of giftedness (pp.18–39). London: Routledge.
  • Ziegler, A., Chandler, K., Vialle, W., & Stoeger, H. (2017). Exogenous and endogenous learning resources in the actiotope model of giftedness and its significance for gifted education. Journal for the Education of the Gifted, 40, 310–333.
  • Ziegler, A., & Phillipson, S. N. (2012). Towards a systemic theory of gifted education. High Ability Studies, 23(1), 3–30.
  • Ziegler, A., & Stoeger, H. (2008). A learning oriented subjective action space as an indicator of giftedness. Psychology Science Quarterly, 50, 222–236.
  • Ziegler, A., Vialle, W., & Wimmer, B. (2013). The actiotope model of giftedness: A short introduction to some central theoretical assumptions. In S. N. Phillipson, H. Stoeger & A. Ziegler (Eds.), Exceptionality in East Asia (pp. 1-17). London: Routledge.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183.
  • Zohar, A. (1990). Mathematical reasoning ability: Its structure, and some aspects of its genetic transmission ( Unpublished doctoral thesis).

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.