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Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study
Studies in Educational Evaluation ( IF 2.704 ) Pub Date : 2021-04-21 , DOI: 10.1016/j.stueduc.2021.101020
Alberto Quilez-Robres , Alejandro González-Andrade , Zaira Ortega , Sandra Santiago-Ramajo

Few studies have explored the differential contribution of general intelligence, short-term memory and study habits has on academic achievement during elementary school, especially during a two-year follow-up. The aim of this study is to determine whether there is a relationship between intelligence quotient (IQ), short-term memory and study habits and their ability to predict the academic achievement of children in elementary school (74 pupils aged 8–9 years old). The instruments used are the General and Factorial Intelligence Test (GFI-3 revised), the Yuste Memory Test (MY), the Study Habits and Techniques Questionnaire (SHTQ) and the average score obtained in the final exams in both 3rd and 4th grade. IQ, short-term memory and study habits are significantly related to academic achievement. These variables can predict 56–59 % (p < .001) of the variability of academic achievement. The study concludes that IQ and study habits are two significant predictor variables of academic achievement.



中文翻译:

智力商,短期记忆和学习习惯作为小学学习成绩的预测指标:一项后续研究

很少有研究探索普通智力,短期记忆和学习习惯对小学阶段,尤其是在两年的随访期间对学业成绩的不同贡献。这项研究的目的是确定智商(IQ),短期记忆和学习习惯之间的关系以及他们预测小学儿童(74名8-9岁学生)的学业成绩的能力。 。所使用的工具是普通和阶乘智力测验(GFI-3修订版),Yuste记忆测验(MY),学习习惯和技术问卷(SHTQ)以及在三年级和四年级的期末考试中获得的平均分数。智商,短期记忆和学习习惯与学业成绩显着相​​关。这些变量可以预测56–59%(p <.001)。研究得出结论,智商和学习习惯是学习成绩的两个重要预测变量。

更新日期:2021-04-21
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