Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis

University Students' Achievement of Meaningful Learning through Participation in Thinking Routines

This study was conducted among undergraduate students pursuing a Primary Education degree at the University of Zaragoza. Its primary aim was to enhance and elevate the quality of participation during theoretical sessions, thereby fostering meaningful learning that contributes to the improvement of academic performance among the participants. To achieve this objective, a quasi-experimental case study was meticulously crafted. This research design was structured to not only stimulate and augment participation but also to cultivate meaningful learning, ultimately enhancing students' academic achievements. The study employed a comprehensive approach to monitor participation, utilizing observation records to track engagement levels, and anecdotal records to delineate the progression of sessions and the quality of responses. Through meticulous analysis, it can be deduced that the integration of thinking routines as a pedagogical tool in expository sessions significantly enhances student engagement. These routines effectively activate students' prior knowledge, establishing meaningful connections with the subject matter at hand. Moreover, the incorporation of thinking routines has been observed to elevate the quality of student participation. By fostering reflective practices, aiding in the formulation of inquiries, promoting collaborative learning, and nurturing critical thinking skills, these routines play a pivotal role in enriching the educational experience and bolstering academic performance.

Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children

This study aimed to examine whether we could use the discrepancy consistency method on CAS-2: Brief data collected in Cyprus. A total of 438 Grade 6 children (201 boys, 237 girls, Mage = 135.75 months, SD = 4.05 months) from Cyprus were assessed on the Cognitive Assessment System-2: Brief that is used to operationalize four neurocognitive processes, namely Planning, Attention, Simultaneous, and Successive (PASS) processing. They were also assessed on two measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results showed that 31.5% of our sample had a PASS disorder, and 8% to 10% of our sample had both a PASS disorder and an academic disorder. These numbers are similar to those reported in previous studies that used DCM in North America and suggest that the method can be used to inform instruction, particularly in places where no screening for learning disabilities is available.

Academic Self-Concept Wins the Race: The Prediction of Achievements in Three Major School Subjects by Five Subject-Specific Self-Related Variables

The importance of self-related constructs in predicting academic achievement has been increasingly emphasized in recent decades. Typically, bivariate associations of self-related variables with achievements have been reported. Research quantifying the combined predictive power of more than two self-variables has been scarce. Moreover, except for the academic self-concept, these variables have almost always been measured across domains, i.e., without considering the specifics of individual school subjects. The current study aimed to statistically predict academic achievement (operationalized via school grades) in three major subjects (Chinese (native language), mathematics, and English (foreign language)) by using subject-tied scales, namely academic self-concept, conscientiousness, need for cognition, perseverance of effort, and consistency of interest. The sample comprised 791 Chinese adolescents. Each scale was related separately to each of the three school subjects. Hierarchical linear regression analyses were run. The control variable, biological sex, accounted for 2% of Chinese grades and 8% of English grades, but not of mathematics grades. Adding subject-specific self-concept scales increased the explained variance to 7% (Chinese), 16% (mathematics), and 32% (English). Further additions to the other four self-related scales did not increase the variances that were accounted for. The discussion underlines the relevance of subject-specific academic self-concepts as predictors for subject-tied academic achievements.

Domain Specific and Cross Domain Associations between PASS Cognitive Processes and Academic Achievement

The purpose of this study was to examine the role of intelligence-operationalized in terms of Planning, Attention, Simultaneous, and Successive (PASS) processing skills-in reading and mathematics. Two hundred and forty-two Grade 6 Greek-speaking students (114 boys and 128 girls, Mage = 135.65 months, SD = 4.12 months) were assessed on PASS processes, speed of processing (Visual Matching), reading (Wordchains and CBM-Maze), and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results of the hierarchical regression analyses showed that, after controlling for family's socioeconomic status and speed of processing, Attention and Successive processing predicted reading and Planning and Simultaneous processing predicted mathematics. Taken together, these findings suggest that different PASS processes may account for individual differences in reading and mathematics.