Previous research has shown that different configurations of the implicit self-concept of intelligence (iSCI) and the explicit self-concept of intelligence (eSCI) are consistently related to individuals' performance on different intelligence tests (Dislich etal., 2012). The results indicated that any discrepant configuration between the iSCI and the eSCI impairs performance. In the present stud...

This paper investigates the effects of family background on academic achievement in basic education (grade 1-9) in rural China, using information on a sample of children aged 9-12 in 2000 from Gansu, China. The instrumental variable method developed by Mason and Griliches (1972), and Blackburn and Neumark (1992) is applied to control for unobserved child ability. Scores of a cognitive ability t...

The cognitive predictors (i.e.,Phonological Awareness, and Rapid Automatized Naming) underlying reading achievement have not been researched in Iranian partial English immersion and non-immersion programs. The present study sought to investigate the relationship between English and Persian Phonological Awareness (PA), Rapid Autamatized Naming (RAN) and reading achievementof Iranian students in ...

Standardized tests have been used to forecast scholastic success of school-age children, and have been related to intelligence, working memory, and inhibition using neuropsychological tests. However, ERP correlates of standardized achievement have not been reported. Thus, the relationship between academic achievement and the P3 component was assessed in a sample of 105 children during performan...

Throughout elementary, middle, and high school, girls earn higher grades than boys in all major subjects. Girls, however, do not outperform boys on achievement or IQ tests. To date, explanations for the underprediction of girls’ GPAs by standardized tests have focused on gender differences favoring boys on such tests. The authors’ investigation suggests an additional explanation: Girls are more...

This research aimed to investigate animation-based achievement tests according the item format, psychometric features, students’ performance, and gender. The study sample consisted of 52 fifth-grade students in Samsun/Turkey 2017-2018. Measures were open-ended (OE), (AOE), multiple-choice (MC), (AMC) developed for unit “Motions Earth” subject area “Earth Universe” science course. Tests compared...

Elementary schools in many countries record an unequal representation of male and female teachers with female teachers in huge majority. At the same time, numerous studies reveal that girls generally outmatch boys in the majority of school subjects. Consequently, possible effects of teacher–pupil gender interaction are becoming an important topic in studies on pupils’ school achievement. The ai...