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

DC FieldValueLanguage
dc.contributor.authorO'Connell, Michael- the Authoren_US
dc.description.abstractThe 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.en_US
dc.subjectSchool testsen_US
dc.subjectFamily backgrounden_US
dc.subjectHousehold incomeen_US
dc.titleAchievement in national scholastic examinations and its link with measured cognitive ability among a representative Irish sampleen_US
dc.typeWorking Paperen_US
dc.statusNot peer revieweden_US
item.fulltextWith Fulltext-
Appears in Collections:Psychology Research Collection
Files in This Item:
File Description SizeFormat 
National exam attainment and its link with measured cognitive ability - Irish sample.docx62.99 kBUnknownDownload
Show simple item record

Google ScholarTM


This item is available under the Attribution-NonCommercial-NoDerivs 3.0 Ireland. No item may be reproduced for commercial purposes. For other possible restrictions on use please refer to the publisher's URL where this is made available, or to notes contained in the item itself. Other terms may apply.