academic achievement

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Gordeeva T.O., Shepeleva E.A. (2011). Intrinsic and extrinsic learningmotivation of high academic achievers. The Moscow University Psychology Bulletin, 3, 33-45

The study conducted at a representative sample of 6—11 graders from regularsecondary schools (N=665) has shown, that high academic achievers are characterizedby particular motivational profile, i.e. high level of intrinsic motivation and lowerlevel of extrinsic motivation based on the striving to get recognition and respect fromparents, teachers and classmates than their less successful peers. Besides that, observeddifferences in extrinsic motivation of boys and girls allowed to explain gender differencesin academic achievement favoring girls. This data should be used selecting children tospecial classes and schools for gifted and developing programs for teachers and parentsthat support intrinsic motivation in children.

Pages: 33-45

Keywords: learning motivation; academic achievement; intrinsic and extrinsic motivation;

By: ; ;

Kornilov S.A. (2011). Self-estimated intelligence and academic achievement:A mini meta-analysis. The Moscow University Psychology Bulletin, 3, 56-66

We have performed a meta-analysis of nine studies which focused on there lationship between self-estimates of intelligence and academic achievement. The studies were identified through a comprehensive literature search. The weighted mean effect indicated a positive significant correlation between self-estimated intelligence and achievement. Our analysis of contemporary theoretical approaches to understanding the nature of this relationship, however, revealed that they are significantly underdeveloped. Thus, we have proposed a number of perspective approaches for future studies that would include a wide array of constructs and variables included in the nomological network of the self-estimated intelligence concept.

Pages: 56 -66

Keywords: self-estimate of intelligence; self-estimated ability; academic achievement; meta-analysis;

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Novikova M.A. (2011). Gender aspects of the correlations between self-assessed intelligence, academic performance and personal traits of students. The Moscow University Psychology Bulletin, 3, 76-86

Gender differences of self-assessed intelligence (SAI) and its linkage with academic performance are reviewed on the sample of 500 university students, specializing in psychology. Significant difference in SAI between men and women is shown: men estimate their IQ higher than women. The possibility of reviewing SAI as a mediating variable between intellectual potential, personal traits and academic performance is discussed.

Pages: 76-86

Keywords: self-estimate of intelligence; psychometric intelligence; academic achievement; gender differences;

By: ;

Keywords

academic achievement

Publications

Gordeeva T.O., Shepeleva E.A. (2011). Intrinsic and extrinsic learningmotivation of high academic achievers. The Moscow University Psychology Bulletin, 3, 33-45

Kornilov S.A. (2011). Self-estimated intelligence and academic achievement:A mini meta-analysis. The Moscow University Psychology Bulletin, 3, 56-66

Novikova M.A. (2011). Gender aspects of the correlations between self-assessed intelligence, academic performance and personal traits of students. The Moscow University Psychology Bulletin, 3, 76-86