Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 7 |
Descriptor
| Foreign Countries | 7 |
| Program Effectiveness | 7 |
| Academic Achievement | 4 |
| Cognitive Ability | 3 |
| Longitudinal Studies | 3 |
| Predictor Variables | 3 |
| Personality Traits | 2 |
| Regression (Statistics) | 2 |
| Scores | 2 |
| Self Efficacy | 2 |
| Tests | 2 |
| More ▼ | |
Source
| Learning and Individual… | 7 |
Author
| Berings, Dries | 1 |
| Buhner, Markus | 1 |
| Caers, Ralf | 1 |
| Chen, Ang | 1 |
| Csapo, Beno | 1 |
| De Feyter, Tim | 1 |
| Ding, Haiyong | 1 |
| Gardner, Kathryn J. | 1 |
| Hutchinson, Jane M. | 1 |
| Krumm, Stefan | 1 |
| Lee, Jihyun | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 7 |
Education Level
| Higher Education | 2 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Program for International… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkDe Feyter, Tim; Caers, Ralf; Vigna, Claudia; Berings, Dries – Learning and Individual Differences, 2012
The main purpose of this study is to unravel the impact of the Big Five personality factors on academic performance. We propose a theoretical model with conditional indirect effects of the Big Five personality factors on academic performance through their impact upon academic motivation. To clarify the mixed results of previous studies concerning…
Descriptors: Personality Traits, Self Efficacy, Academic Achievement, Student Motivation
Qualter, Pamela; Gardner, Kathryn J.; Pope, Debbie J.; Hutchinson, Jane M.; Whiteley, Helen E. – Learning and Individual Differences, 2012
This study examines the long-term effects of ability- and trait EI on academic performance for British adolescents. The sample comprised 413 students from three secondary schools in the North-West of England. Students completed tests of ability EI, trait EI, personality, and cognitive ability in Year 7 (mean age = 11 years 2 months). Performance…
Descriptors: Emotional Intelligence, Secondary School Students, Academic Achievement, Program Effectiveness
Krumm, Stefan; Lipnevich, Anastasiya A.; Schmidt-Atzert, Lothar; Buhner, Markus – Learning and Individual Differences, 2012
The current study aimed at applying a broad model of cognitive functions to predict performance in science and language courses at school as well as performance in a science course at university. We hypothesized that performance in science courses was predominantly related to the cognitive function known as relational integration, whereas…
Descriptors: Academic Achievement, Grades (Scholastic), Program Effectiveness, Undergraduate Students
Ding, Haiyong; Sun, Haichun; Chen, Ang – Learning and Individual Differences, 2011
Students' different perceptions of task values influence their learning experience and achievement in physical education. Framed using the subjective task value construct, this study was conducted to determine the extent to which male and female Chinese middle schoolers with different body sizes differed in their perception of the task values. A…
Descriptors: Physical Education, Middle School Students, Program Effectiveness, Learning Experience
Tanilon, Jenny; Vedder, Paul; Segers, Mien; Tillema, Harm – Learning and Individual Differences, 2011
A conceptual distinction is provided between conventional academic predictors and performance-based tests. Conventional academic predictors include grade average in prior education and academic achievement tests. Performance-based tests involve direct measures of a criterion. Subsequently, an empirical study is presented examining the incremental…
Descriptors: Undergraduate Study, Graduate Study, Grade Point Average, Performance Based Assessment
Lee, Jihyun – Learning and Individual Differences, 2009
The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…
Descriptors: Self Efficacy, Program Effectiveness, Foreign Countries, Mathematics Anxiety
Csapo, Beno; Nikolov, Marianne – Learning and Individual Differences, 2009
The present paper reports results of a longitudinal research project studying the contribution of cognitive skills and other factors to proficiency in a foreign language (L2) in the Hungarian educational context. The larger project aims to describe the levels of L2 proficiency of school-aged populations in order to explore the conditions and…
Descriptors: Research Design, Second Languages, Program Effectiveness, German
