尽责
心理学
学业成绩
认知
考试焦虑
发展心理学
智商
人格
范畴变量
五大性格特征
焦虑
临床心理学
社会心理学
外向与内向
精神科
机器学习
神经科学
计算机科学
作者
Franzis Preckel,Heinz Holling,Miriam Vock
摘要
Abstract In this study, the role of need for cognition, achievement motivation, and conscientiousness on academic underachievement was investigated. Forty‐seven male and 46 female students in Grades 7 to 10 participated in the study. Student attributes were assessed by self‐report measures, school performance by academic grades, and intellectual abilities by a standardized structure of intelligence test. A regression analytic model (prediction of grade point average by general intelligence) was used to operationally define underachievement. A categorical cutoff definition as well as a continuous definition was investigated. All relationships between underachievement scores and need for cognition, achievement motivation scales, and conscientiousness showed linearity. This warranted the use of a continuous definition of underachievement. Results revealed that need for cognition as well as facilitating anxiety contributed the most to the explanation of underachievement. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 401–411, 2006.
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