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This meta-analytic study estimated the correlations among metacognition, intelligence, and academic performance. Metacognition is higher order cognition and one of the most significant predictors of academic performance. The purpose of this study was to examine the degree to which metacognition predicted academic performance when controlling for intelligence. The analysis of 149 samples from 118 articles revealed that, overall, metacognition weakly correlated with both academic performance and intelligence, and that these relationships were moderated by the type of measurement of metacognition. Furthermore, it was found that metacognition predicted academic performance when controlling for intelligence. Our findings indicate the importance of metacognition in educational practice and provide guidance for assessing metacognition in future research. 相似文献
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《Learning and individual differences》2006,16(1):79-90
Three studies, all on student populations, looked at the relationship between a recently psychometrised measure of General Knowledge [Irwing, P., Cammock, T., & Lynn, R. (2001). Some evidence for the existence of a general factor of semantic memory and its components. Personality and Individual Differences, 30, 857–871], both long and short versions of the Big Five Personality Inventory, one measure of general [Wonderlic, E. (1992). Wonderlic personnel test. Libertyville, IL: Wonderlic] and a short measure of fluid intelligence [Baddeley, A. (1968). A 3 min reasoning test based on grammatical transformation. Psychonomic Science, 10, 341–342]. Results were fairly consistent between studies indicating that General Knowledge was moderately correlated with general intelligence (r between .30 and .62). Personality correlates of General Knowledge were less consistent though, in two studies Conscientiousness and Openness was positively and significantly correlated with the total score. The advantages and disadvantages of using General Knowledge as a proxy intelligence test are considered. 相似文献
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宗廷虎 《楚雄师范学院学报》2005,20(2):6-10
主席冯广艺教授要我作一个学术报告.我想,我比在座的绝大多数同行多吃了几十年的干饭,在学术征途中栉风沐雨几十年,感悟到不少问题,就来谈谈这方面的体会,也藉此向各位同行请教. 相似文献
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王金娥 《和田师范专科学校学报》2010,29(1):56-57
许多研究表明工作记忆与智力,注意与智力,工作记忆与注意之间都存在着密切的联系。然而,不同的研究得出不同的结论：工作记忆与选择注意之间具有显著相关,而与维持注意相关不显著：一般液态智力与维持注意相关显著,而与选择注意相关不显著。本研究对这方面的实证研究进行总结分析,得出工作记忆、注意与一般液态智力之间的关系与其所选用的测试材料及其所应用的注意评定测验有关。 相似文献
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Birth order, verbal intelligence, and educational aspiration 总被引：1，自引：0，他引：1
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Kun Yuan Jeffrey Steedle Richard Shavelson Alicia Alonzo Marily Oppezzo 《Educational Research Review》2006,1(2):83-98
A review of the history of working memory (WM) studies finds that the concept of WM evolved from short-term memory to a multi-component system. Comparison between contemporary WM models reveals: (1) consensus that the content of WM includes not only task-relevant information, but also task-irrelevant information; (2) consensus that WM consists of phonological and visuospatial components; (3) consensus that short-term memory storage is a function of WM; (4) disagreement as to whether an independent executive control is a necessary WM component; and (5) disagreement as to whether the control function is active or passive. Methods for measuring WM differed across studies with a preponderance of various dual-tasks; little psychometric work has been done on these measures. Correlational studies supported a close relationship between WM and measures of fluid intelligence and science achievement, but we found no experimental studies on the impact of WM training on science achievement. Finally we suggest how WM research findings may be applied to improve fluid intelligence and science achievement. 相似文献
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Anxiety in children,school achievement,and intelligence 总被引：1，自引：0，他引：1
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Andrew N. Christopher Adrian Furnham Mark Batey G. Neil Martin Cynthia S. Koenig Kristin Doty 《Learning and individual differences》2010,20(1):46-50
To learn if Protestant ethic endorsement predicted intelligence controlling for the big five personality factors, 364 college students from England and the United States completed a 65-item multifaceted work ethic endorsement measure, the 50-item Wonderlic Personnel Test, and a 60-item measure of the big five personality factors. A hierarchical multiple regression revealed that, after controlling for respondent's sex and the big five, work ethic facets accounted for 5.6% of the variability in Wonderlic scores. However, the direction of the relationship between PWE facets and Wonderlic scores depended on the PWE facet in question. Furthermore, the facets accounted for more variability than did a composite work ethic score. The discussion focuses on the multidimensional nature of PWE endorsement and future research with this construct. 相似文献
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《Critical Studies in Education》2013,54(1):1-15
Abstract Early childhood education has been characterised in recent times by discussion associated with the similarities, differences and various merits of developmental and sociocultural theory as theoretical informants to curriculum and educational practice. In the main, these discussions centre on the way each theory views development and positions the child as a learner. This article argues that the debate may be furthered by considering the extent to which each perspective is related to the other and draws on Kuhn's conceptualisation of the evolution of knowledge in communities of practice in order to examine the extent to which newer explanations for development are being considered in relation to traditional ideas. The article concludes with an emphasis on the idea that the evolution of knowledge concerned with children's development and learning is a process of continued growth and one that requires an active awareness as to how and why it is utilised and interpreted as an informant to early childhood education. 相似文献
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多元智能理论是全球当前影响比较大的一种智能理论,它认为每个人都至少具备七种智能,而且这些智能是互相影响,互相作用的.这一理论对教学和班主任工作具有重要指导意义,它有利于教师在教学中形成积极乐观的学生观、科学的智力观和正确的教育观,有利于班主任全面地了解学生,科学地教育学生和客观地评价学生. 相似文献
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This paper presents selected findings from a PhD study into traditional mentor relationships (TMR) in the lives of creative people, from the perspective of intimacy and communication. Methodological considerations are those of heuristics and hermeneutics. A model for TMRs is described. Intimacy within the TMR is viewed positively and acknowledged as essential. Mentors display emotional maturity and the criteria for emotional intelligence. Issues of methodological process are discussed in terms of communication and Heidegger's concept of authenticity. 相似文献
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《Learning and individual differences》2000,12(3):271-286
The contribution of perceptual processes to the correlation between measures of sustained attention and intelligence was investigated in considering computerized and paper–pencil tests of sustained attention. Perceptual processes were represented by tasks demanding signal detection and stimulus discrimination. A total of 117 participants completed two attention tests, as well as two tests that required signal detection and stimulus discrimination. Intelligence was measured by means of Advanced Progressive Matrices (APM) and Berliner Intelligenzstruktur-Test (BIS). Structural equation modeling showed that intelligence was best predicted by one independent latent variable, which included loadings of sustained attention, speed of signal detection, and of stimulus discrimination. The investigation of the structure of prediction revealed speed of stimulus discrimination and genuine sustained attention as major predictors of intelligence. 相似文献
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《佳木斯教育学院学报》2015,(11)
图书、情报、档案一体化的服务模式在国外已有深入的研究,并且取得了较好的成果。国内也开始逐渐重视这方面的研究和实践。但由于管理部门利益分割等原因,遇到了较大的难题。本文针对这一情况进行了具体的分析,并针对存在的问题给出了解决的方法。对加强和改进高校的一体化网络服务具有一定的借鉴意义。 相似文献