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Subjective Evaluations of Intelligence and Academic Self-Concept Predict Academic Achievement: Evidence from a Selective Student Population

In: Philosophy and Psychology

Submitted By mamazqa
Words 7223
Pages 29
Learning and Individual Differences 19 (2009) 596–608

Contents lists available at ScienceDirect

Learning and Individual Differences j o u r n a l h o m e p a g e : w w w. e l s ev i e r. c o m / l o c a t e / l i n d i f

Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population
Tatiana V. Kornilova, Sergey A. Kornilov ⁎, Maria A. Chumakova
Department of Psychology, Moscow State University (Lomonosov University), Mokhovaya St., 11/5, 125009, Moscow, Russian Federation

a r t i c l e

i n f o

a b s t r a c t
The study examined the relationship between implicit theories, goal orientations, subjective and test estimates of intelligence, academic self-concept, and achievement in a selective student population (N =300). There was no direct impact of implicit theories of intelligence and goal orientations on achievement. However, subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 50% of its variance. The obtained pattern of results is presented via structural equation models and interpreted within a dynamic regulative systems framework suggesting the importance of further studying complex sets of achievement predictors that include ability, personality and mediating constructs. © 2009 Elsevier Inc. All rights reserved.

Article history: Received 12 November 2007 Received in revised form 7 August 2009 Accepted 10 August 2009 Keywords: Achievement Implicit theories Intelligence Subjective evaluations Academic self-concept

1. Introduction A vast literature exists on predicting and explaining learning activity and academic achievement with numerous studies attempting to reveal the predictive value of cognitive abilities (e.g., Deary, Strand,

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