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Typical intellectual engagement and achievement in math and the sciences in secondary education

  • Typical Intellectual Engagement (TIE) is considered a key trait in explaining individual differences in educational achievement in advanced academic or professional settings. Research in secondary education, however, has focused on cognitive and conative factors rather than personality. In the present large-scale study, we investigated the relation between TIE and achievement tests in math and science in Grade 9. A three-dimensional model (reading, contemplation, intellectual curiosity) provided high theoretical plausibility and satisfactory model fit. We quantified the predictive power of TIE with hierarchical regression models. After controlling for gender, migration background, and socioeconomic status, TIE contributed substantially to the explanation of math and science achievement. However, this effect almost disappeared after fluid intelligence and interest were added into the model. Thus, we found only limited support for the significance of TIE on educational achievement at least for subjects more strongly relying on fluidTypical Intellectual Engagement (TIE) is considered a key trait in explaining individual differences in educational achievement in advanced academic or professional settings. Research in secondary education, however, has focused on cognitive and conative factors rather than personality. In the present large-scale study, we investigated the relation between TIE and achievement tests in math and science in Grade 9. A three-dimensional model (reading, contemplation, intellectual curiosity) provided high theoretical plausibility and satisfactory model fit. We quantified the predictive power of TIE with hierarchical regression models. After controlling for gender, migration background, and socioeconomic status, TIE contributed substantially to the explanation of math and science achievement. However, this effect almost disappeared after fluid intelligence and interest were added into the model. Thus, we found only limited support for the significance of TIE on educational achievement at least for subjects more strongly relying on fluid abilities such as math and science. (C) 2015 Elsevier Inc. All rights reserved.show moreshow less

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Metadaten
Author:Ulrich Schroeders, Stefan Schipolowski, Katrin BöhmeGND
DOI:https://doi.org/10.1016/j.lindif.2015.08.030
ISSN:1041-6080 (print)
ISSN:1873-3425 (online)
Parent Title (English):Learning and individual differences
Publisher:Elsevier
Place of publication:Amsterdam
Document Type:Article
Language:English
Year of first Publication:2015
Year of Completion:2015
Release Date:2017/03/27
Tag:Fluid intelligence; Math achievement; Science achievement; Subject-specific interest; Typical intellectual engagement
Volume:43
Pagenumber:8
First Page:31
Last Page:38
Organizational units:Zentrale und wissenschaftliche Einrichtungen / Zentrum für Sprachen und Schlüsselkompetenzen (Zessko)
Peer Review:Referiert
Institution name at the time of publication:Zentrale und wissenschaftliche Einrichtungen / Sprachenzentrum