Prediction of Classroom Achievement Using Intelligence and Behavioral Variables for Inner-City Children
Bibliographic Data
| ID | 13660853 |
|---|---|
| Authors | Ann W Engin (The Ohio State University, corresponding author) |
| Year | 1975 |
| Volume | 36 |
| Issue | 1 |
| Pages | 67-76 |
| Publication date | 1975-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1975.36.1.67 |
| OpenAlex | W2014619458 |
| Language | EN |
| References cited | 9 |
The relative importance of academic aptitude and behavioral variables for the prediction of achievement criteria in basic skill areas was investigated for a sample comprised of 71 inner-city third and fourth grade Ss. Analysis of the regression of five subtests of the Stanford Achievement Test on WISC IQs and scores on the Devereux indicated that both intelligence and behavioral variables constitute important components of third and fourth grade reading and arithmetic achievement and account for a significant proportion of the criterion variance in this sample
Academic achievement · Achievement test · Aptitude · Cognition · Developmental psychology · Intelligence quotient · Mathematics education · Reading (process · Regression analysis · Sample (material · Standardized test · Statistics · Test (biology · Variance (accounting · Cognitive Abilities and Testing · Cognitive and developmental aspects of mathematical skills · Early Childhood Education and Development · Mathematics · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |