Incremental Validity of the Typical Intellectual Engagement Scale As Predictor of Different Academic Performance Measures (original) (raw)
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Journal of Business Theory and Practice
Studies examining variations in students’ Academic Achievement (AA) have considered several factors including demographic factors such as age and gender; socio-cultural factors such as family background; university- related factors; student-related factors such as learning styles and socio-economic factors such as family income and expenditure. Two more factors that have gained prominence in the literature are the students’ Emotional Intelligence (EI) and engagement (SE). Multiple studies have reported on the separate effect that the two constructs have on students’ academic achievement. Nevertheless, to the researchers’ knowledge, few have reported on the incremental effect that engagement might have, over and above emotional intelligence, on students’ academic achievement. Thus, the aim of the current study is to fill the gap by exploring the extent to which students’ engagement can contribute to their achievement while controlling for emotional intelligence. The research is quant...
Educational Psychology, 2019
Predicting academic performance is of key importance to the success, wellbeing and prosperity of students, their families, the economy, and the society at large. This study investigates the relationship between academic engagement, psychological capital (PsyCap) and academic performance. Data were collected in two different universities, one in Spain and another in Portugal. Students completed two self-report questionnaires regarding academic engagement and Psychological Capital. Academic performance was assessed through Grade Point Average, provided by the universities at the end of the exam period. The samples consisted of 389 and 243 undergraduate students, respectively. Results showed a positive relationship between academic engagement and PsyCap, on the one hand, and academic performance on the other, in both samples. Results also supported PsyCap as a full mediator in the relationship between academic engagement and academic performance. Exploration of alternative models yielded superior fit for the proposed model. Accordingly, academically engaged students were likely to experience higher levels of PsyCap, which in turn positively impacted their academic performance. The results point to the importance of considering psychological predictors, rather than the prevalent reliance on traditional predictors of academic performance.
Intellectual competence and academic performance: Preliminary validation of a model
Intelligence, 2008
The present study provides a preliminary empirical test of . A possible model to understand the personality-intelligence interface. British Journal of Psychology, 95, 249−264], . Intellectual competence and the intelligent personality: A third way in differential psychology. Review of General Psychology, 10, 251-267]) model of intellectual competence, which conceptualized an integrative framework for understanding the ability and nonability determinants of academic performance (AP). Specifically, we set out to test whether Neuroticism and Extraversion affect selfassessed intelligence (SAI); whether SAI mediates the effects of Neuroticism and Extraversion on AP; and whether Openness (positively) and Conscientiousness (negatively) mediate the effects of gf on crystallized ability (gc) and AP. Sex differences were also examined. Using structural equation modelling and analyzing 4-year longitudinal data from a sample of 473 UK university students (316 men and 157 women), wide support was found for the model. Theoretical and applied implications are discussed in relation to the non-ability and ability determinants of individual differences in educational achievement.
Journal of Educational Psychology Studies, 2017
Aim: The aim of the present study is to provide a structural model for showing the structural relationship between conscientiousness, openness and self-efficacy with academic engagement among high school students. Methods: High school students of Darmian city in South Khorasan province consisted the participants of the study. 400 students (191 male students and 209 female students) were selected using stratified random sampling method. All participants completed Neo Personality Questionnaire, Self-regulation Learning Strategies Questionnaire and Student Engagement Instrument. Data were analyzed using path analysis method. Results: The data were fitted with hypothetical model of academic engagement. Conscientiousness had direct and significant effect on academic engagement. Self-efficacy had direct effect on academic engagement and had a mediator role in the effect of conscientiousness on academic engagement. Openness to experience had not significant effect on academic engagement. Conclusion: To increase academic engagement, some features of students such as conscientiousness (regularity, hard work, perseverance, desire to progress and accuracy) and self-efficacy beliefs must be attended. Applied implications of the findings were discussed.
Relationship between Successful Intelligence and Academic Engagement among Adolescents
IOSR Journal of Research & Method in Education (IOSR-JRME), 2020
Successful intelligence is the ability to be successful in life with the integrated use of analytical, creative and practical intelligences. Successful intelligence in the classroom helps students to capitalize on their strong intelligences and compensate for their weaknesses in other intelligences and motivates them to engage in their academic learning. Academic engagement for the present study is considered as the involvement of the students in academic activities within or outside the school environment. The present study was conducted to discern the relationship between successful intelligence and academic engagement among Adolescents. A total sample of N=400 (boys=213, girls=187) adolescents who were between 13-15 years were selected through Simple random sampling from all four regions of urban Bengaluru, Karnataka. Self developed Successful intelligence and Academic engagement scales were used to collect the data. The results revealed that, successful intelligence was positively related to the academic engagement of the adolescents with the r value 0.2483, and adolescents with high successful intelligence possess high academic engagement. It can be suggested that successful intelligence modules can be used to enhance academic engagement among adolescents.
Integrating personality and intelligence: Typical intellectual engagement and need for cognition
2007
Goff and Ackerman's (1992) Typical Intellectual Engagement scale and the Need for Cognition scale correlated with each other near the limits of their reliabilities, and were quite interchangeable in convergent-discriminant relations with other variables. We argue that these two scales may be measuring essentially the same personality characteristics that are specifically related to intelligence.
Educational Psychology, 2009
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Successful intelligence is the ability to be successful in life with the integrated use of analytical, creative and practical intelligences. Successful intelligence in the classroom helps students to capitalize on their strong intelligences and compensate for their weaknesses in other intelligences and motivates them to engage in their academic learning. Academic engagement for the present study is considered as the involvement of the students in academic activities within or outside the school environment. The present study was conducted to discern the relationship between successful intelligence and academic engagement among Adolescents. A total sample of N=400 (boys=213, girls=187) adolescents who were between 13-15 years were selected through Simple random sampling from all four regions of urban Bengaluru, Karnataka. Self developed Successful intelligence and Academic engagement scales were used to collect the data. The results revealed that, successful intelligence was positively related to the academic engagement of the adolescents with the r value 0.2483, and adolescents with high successful intelligence possess high academic engagement. It can be suggested that successful intelligence modules can be used to enhance academic engagement among adolescents.
2012
Literature has already confirmed that student engagement as an external or multidimensional construct may contribute to the academic success of college students. However, very few studies have tried to examine the contributions the more "internal forms of engagement" (cognitive and affective) might make in this regard, and how the engagement patterns may change over the academic years. To fill the gap, this study was carried out to answer two research questions: (1) what is the relationship between the internal forms of engagement (cognitive-affective) and students’ academic success (represented by Grade Point Average--GPA)? ; (2) How does the pattern of the relationship change across years of study? To do so, a 40-item Cognitive-Affective Engagement Questionnaire (CAEQ) was developed, validated (α=.91), and administered to a sample of 312 undergraduate English major students (222 females and 90 males). The results indicated while cognitive engagement and academic success ...