Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value
The present study examined the extent to which motivation contributes to the prediction of
school achievement among elementary school children beyond general mental ability (g).
The sample consisted of N= 1678 nine-year-old UK elementary school children who took
part in the Twins Early Development Study (TEDS). Teachers provided achievement
assessments according to the UK National Curriculum criteria for Mathematics, English, and
Science, and pupils reported their ability self-perceptions and intrinsic values for these …
school achievement among elementary school children beyond general mental ability (g).
The sample consisted of N= 1678 nine-year-old UK elementary school children who took
part in the Twins Early Development Study (TEDS). Teachers provided achievement
assessments according to the UK National Curriculum criteria for Mathematics, English, and
Science, and pupils reported their ability self-perceptions and intrinsic values for these …