TY - JOUR
T1 - Noncognitive predictors of intelligence and academic achievement : an important role of confidence
AU - Stankov, Lazar
PY - 2013
Y1 - 2013
N2 - Recent evidence about the relationship between cognitive tests and psychological noncognitive variables is reviewed. Noncognitive measures can be ordered with respect to their predictive validity. Many are poor predictors of intelligence and achievement. Measures of rationality, self-assessment of intelligence, Openness to Experience and self-concept correlate up to 35 with cognitive performance. Some domain-specific self-beliefs (self-efficacy and anxiety) have correlations with appropriate achievement tests that can reach 45. The best predictors of any kind of cognitive performance are measures of confidence (frequently reported correlations of 45 and above) that can capture a major part of predictive validity of the three self-beliefs. The role of self-beliefs has attracted much interest in education but their role in predicting performance on tests of fluid intelligence is likely to be low. However, self-beliefs and confidence in particular may prove to be the most potent noncognitive influences on the development of acculturated knowledge that is captured by measures of crystallized intelligence.
AB - Recent evidence about the relationship between cognitive tests and psychological noncognitive variables is reviewed. Noncognitive measures can be ordered with respect to their predictive validity. Many are poor predictors of intelligence and achievement. Measures of rationality, self-assessment of intelligence, Openness to Experience and self-concept correlate up to 35 with cognitive performance. Some domain-specific self-beliefs (self-efficacy and anxiety) have correlations with appropriate achievement tests that can reach 45. The best predictors of any kind of cognitive performance are measures of confidence (frequently reported correlations of 45 and above) that can capture a major part of predictive validity of the three self-beliefs. The role of self-beliefs has attracted much interest in education but their role in predicting performance on tests of fluid intelligence is likely to be low. However, self-beliefs and confidence in particular may prove to be the most potent noncognitive influences on the development of acculturated knowledge that is captured by measures of crystallized intelligence.
UR - http://handle.uws.edu.au:8081/1959.7/544026
U2 - 10.1016/j.paid.2013.07.006
DO - 10.1016/j.paid.2013.07.006
M3 - Article
SN - 0191-8869
VL - 55
SP - 727
EP - 732
JO - Personality and Individual Differences
JF - Personality and Individual Differences
IS - 7
ER -