Learning Behavior and Intelligence as Explanations for Children's Scholastic Achievement
Section snippets
National cross-sample
A representative cross-sample (N = 1,100) of schoolchildren ages 6–17 was drawn from the national standardization samples of the LBS (McDermott et al., 1999) and the Differential Ability Scales (DAS)(Elliot, 1990). The cross-sample was matrix-blocked for gender, age, and grade level and stratified proportionately via the U.S. Census (U.S. Department of Commerce, 1992) according to race/ethnicity, national region, parent education level, family structure (two parents, single mother, single
Results
As preliminary analyses, zero-order correlations were computed between GCA and the LBS dimensions. The maximum overlap between intelligence and learning behaviors was 15.2%, indicating that approximately 85% of their variance was unique and supporting the underlying premise that intelligence and learning behavior are essentially nonredundant constructs. Table 2 presents results of the various setwise regression analyses, in each instance displaying the percentage of explained student
Discussion
Recent amendments to the IDEA require the use of technically sound instruments that assess the relative contribution of cognitive and behavioral factors (Brief Synopsis, 1997). This study addresses the relative import for scholastic performance of student learning behavior and intelligence. Apart from performance variability that otherwise might be linked to unalterable genetic or relatively unalterable environmental factors, learning behavior alone is able to account for appreciable variation
Conclusion
One important goal of psychological assessment is estimation of student progress as it is likely to transpire without the benefit of intervention. Intelligence tests certainly play a major part in this effort. Still another important goal is the discovery of relevant phenomena that not only afford reasonable estimation of academic performance in lieu of intervention, but also further identify potentially alterable behaviors that will inform the interventions themselves. The evidence suggests
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