Universidade Federal de Minas Gerais (Brazil).
Span J Psychol. 2013;16:E13. doi: 10.1017/sjp.2013.3.
The relations of Gf (Standard Progressive Matrices Raven), Gc (verbal scale of Wechsler Intelligence Scale for Children-Third Version), personality dimensions (Eysenck Personality Questionnaire-Junior Version), and disruptive behavior (TDAH scale) with school achievement (measured by TDE test and PISA test) were investigated. Two samples of students (total N = 534) representing a broad range of socioeconomic status (SES) participated in this study. Path models were conducted. The results demonstrated that (1) in both samples no sex differences related to school achievement were found; (2) in the first sample, after controlling for age and SES differences, Gf and psychoticism predicted (.38 and -.13, respectively) school achievement (measured by TDE test); (3) in the second sample, after controlling for SES differences to which additional measures were administered, Gf and Gc positively predicted (.22 and .40, respectively) school achievement (measured by PISA test). In addition, psychoticism and disruptive behavior also predicted school performance (-.14 and -.28, respectively). Some theoretical and practical implications are discussed.
本研究调查了 Gf（标准渐进矩阵 Raven）、Gc（韦氏儿童智力量表第三版言语量表）、人格维度（艾森克人格问卷少年版）和破坏性行为（ADHD 量表）与学业成绩（用 TDE 测试和 PISA 测试测量）之间的关系。两个具有广泛社会经济地位（SES）代表性的学生样本（总 N = 534）参与了这项研究。进行了路径模型分析。结果表明：（1）在两个样本中，都没有发现与学业成绩相关的性别差异；（2）在第一个样本中，在控制了年龄和 SES 差异后，Gf 和精神病质预测了（分别为.38 和-.13）学业成绩（用 TDE 测试测量）；（3）在第二个样本中，在控制了 SES 差异后，还进行了额外的测量，Gf 和 Gc 正向预测了（分别为.22 和.40）学业成绩（用 PISA 测试测量）。此外，精神病质和破坏性行为也预测了学业表现（分别为-.14 和-.28）。讨论了一些理论和实际的影响。
