Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/44645

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dc.contributor.authorAlves, Ana F.por
dc.contributor.authorGomes, Cristiano M.por
dc.contributor.authorMartins, Anapor
dc.contributor.authorAlmeida, Leandro S.por
dc.date.accessioned2017-02-07T12:08:54Z-
dc.date.available2017-02-07T12:08:54Z-
dc.date.issued2016-09-
dc.identifier.issn0032-6356por
dc.identifier.urihttp://hdl.handle.net/1822/44645-
dc.description.abstractThe intelligence is a well established predictor of school achievement. Although school failure/success can be explained by cognitive variables, socio-familial variables can also have an impact. Since these variables haven’t been so systematically investigated together, the present study aims to consider both variables to understand their causal roles in academic achievement. With a sample of 376 Portuguese children aged 6 to 10 years, a path analysis was carried out based on a prior analysis to search for causal relationships between intelligence and socio-familial variables to explain children’s academic achievement. The results point to intelligence as a major influence on school performance, combined with socio-familial variables (directly: community, type of school, mother's education and school year; and indirectly: socioeconomic status and father’s education level). Practical implications were discussed concerning the relevance of the investigated variables in explaining academic achievement of children.por
dc.description.sponsorshipThe author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Fundação para a Ciência e Tecnologia, IP (FCT) and the POCH/FSE under Grant SFRH/BD/85110/2012 to Ana Filipa Alves.por
dc.language.isoengpor
dc.relationSFRH/BD/85110/2012por
dc.rightsopenAccesspor
dc.subjectCognitive performancepor
dc.subjectIntelligencepor
dc.subjectSocio-familial variablespor
dc.subjectAcademic achievementpor
dc.titleSocial and cultural contexts change but intelligence persists as incisive to explain children’s academic achievementpor
dc.typearticle-
dc.peerreviewedyespor
sdum.publicationstatusinfo:eu-repo/semantics/publishedVersionpor
oaire.citationStartPage70por
oaire.citationEndPage89por
oaire.citationIssue9por
oaire.citationTitleIl Pontepor
oaire.citationVolume72por
dc.identifier.essn0032-423Xpor
dc.identifier.doi10.21506/j.ponte.2016.9.6por
dc.subject.fosCiências Sociais::Psicologiapor
sdum.journalIl Pontepor
Appears in Collections:CIEd - Artigos em revistas científicas internacionais com arbitragem

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