Achievement in national scholastic examinations and its link with measured cognitive ability among a representative Irish sample

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Title: Achievement in national scholastic examinations and its link with measured cognitive ability among a representative Irish sample
Authors: O'Connell, Michael F.
Permanent link: http://hdl.handle.net/10197/9636
Date: 14-Mar-2019
Online since: 2019-03-20T11:48:46Z
Abstract: The paper examines the relationship between cognitive ability at approximately seventeen years of age and academic achievement in a nationwide set of examinations taken prior to this time. The sample comprised 6,216 children who participated in wave 3 of the Growing Up in Ireland (GUI) longitudinal study. Other variables assessed included gender, personality measures, household income, parental educational achievement, and school attributes. Up to ten variables made a statistically significant contribution in explaining achievement, but cognitive ability was by far the most important, followed by gender. Entering a cognitive ability measure taken in wave 2 of the longitudinal survey (four years previously) instead of wave 3 produced an almost identical outcome in a multiple regression. While boys outperformed girls on the cognitive measure, girls outperformed boys, with a small effect size, in educational achievement; this might be explained by girls’ higher scores on the dimension, ‘conscientiousness’. Household income was only modestly associated with educational achievement.
Type of material: Working Paper
Copyright (published version): 2019 the Author
Keywords: IntelligenceSchool testsFamily backgroundGenderHousehold income
Language: en
Status of Item: Not peer reviewed
Appears in Collections:Psychology Research Collection

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