ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond Competencies: Associations between Personality and School Grades Are Largely Independent of Subject-Specific and General Cognitive Competencies
Author: Roemer, Lena
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 7,Grade 9,Personality Traits,Grades (Scholastic),Academic Achievement,Cognitive Ability,Competence,Personality Measures

The Big Five personality traits are established predictors of school grades. However, the mechanisms underlying these associations are not yet well understood. Effects of personality on grades might arise because behavioral tendencies facilitate learning and increase subject-specific competencies. Alternatively, personality effects on grades might be independent of cognitive competencies and reflect otherwise valued behaviors or teachers' grading practices. In the current study, we drew on large-scale data of 7th and 9th graders in Germany to explore the extent to which personality predicted grades even after accounting for competencies. Controlling for competencies and other key covariates, we cross-sectionally and longitudinally examined personality-grade associations across different school subjects, grade levels, and school types. Results indicate that the predictive power of personality is largely independent of subject-specific and general cognitive competencies. The largest effects emerged for conscientiousness. For openness, associations with grades partly overlapped with competencies, suggesting that openness may operate by fostering competencies. Overall, our results suggest that the associations between personality and grades unfold mostly independently of course mastery. This finding underlines the socioemotional value of personality in the classroom and encourages a more fine-grained view of the interplay between personality, competencies, classroom behavior, and grades.
Lessons from the Conservatory Model as a Basis for Undergraduate Education and the Development of Intelligence
Author: Sternberg, Robert J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Education,Musicians,Models,Undergraduate Students,Liberal Arts,Intelligence,Cognitive Development,Skill Development,Adjustment (to Environment),Entrepreneurship,Problem Solving,Music Activities,Performance

We review the musical conservatory as a model for educators to learn how to enhance admissions, instruction, and assessment in liberal arts collegiate settings. Although conservatories serve primarily students wishing to enter musical careers of various kinds, the model on which they are based can, in many ways, serve any student and any school. We review some of the history of conservatories and describe how they work. Next, we explore how they develop a wide range of technical, cognitive, affective, and conative skills. Finally, we show how the skills they develop are important not just for music students but also for all students who will enter the world of work and face difficult and unexpected adaptive challenges.
The Role of Metacognitive Strategy Monitoring and Control in the Relationship between Creative Mindsets and Divergent Thinking Performance
Author: Jia, Xiaoyu
Date: 2022-00-00
Type: Journal Articles
Subjects: Creative Thinking,Metacognition,Thinking Skills,Cognitive Processes,College Students,Cognitive Ability

Previous research has shown that creative mindsets influence creativity. Compared with people with a fixed creative mindset, those with a growth creative mindset performed better in creative tasks. The underlying mechanism, however, is not completely understood. The present study has extended previous works to explore whether metacognitive strategy monitoring and control influence the relationship between creative mindsets and divergent thinking performance. The thinking aloud method was used to summarize four strategies in a divergent thinking task (an alternative uses task, AUT) in a pilot study: memory retrieval, splitting, property-based, and general use strategies. In the formal study, the creative mindsets scale, AUT, self-strategic utility judgment (i.e., an index of metacognitive strategy monitoring), and frequency of strategies usage (i.e., an index of metacognitive strategy control) were used to explore the relationships among creative mindsets, divergent thinking, and metacognitive strategy monitoring and control. The results indicated a positive correlation between a growth creative mindset and divergent thinking but a negative correlation between a fixed creative mindset and divergent thinking. More importantly, there were identified mediating roles of metacognitive monitoring and control of splitting and property-based strategies in the relationship between creative mindsets and divergent thinking. The findings reveal that creative mindsets are a critical predictor of divergent thinking, and metacognitive monitoring and control of abstract strategies mediate this association.
Long-Term Impacts of Early Musical Abilities on Academic Achievement: A Longitudinal Study
Author: Janurik, Márta
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intelligence Tests,Music,Ability,Grade 1,Elementary School Students,Parent Education,Mothers,Grade 7,Grade Point Average,Mathematics Achievement,Nonverbal Ability,Academic Achievement,Reading Achievement

Numerous neurological, psychological, and transfer studies confirmed the role of learning music in cognitive development and education. However, exploring the long-term impacts of early musical abilities on academic achievement has gained relatively little attention thus far. In a seven-year longitudinal study, we examined the predictive role of musical abilities in future success in school. The sample consisted of 76 Hungarian students. The independent variables were mothers' education and the tests administered to Grade-1 students, which included Raven's Progressive Matrices and tests on word reading, mathematics, and musical abilities. The dependent variable was GPA in Grade 7. All tests demonstrated adequate reliability. In the regression model with the most significant predictive role, the independent variables explained 46% of GPA in Grade 7 when taken together. We established the long-term predictive role of musical abilities in later success in school. Rhythm perception and reproduction demonstrated the most significant explanatory power (11%) of variance for GPA. Mathematics and mothers' education each explained 10% of the variance. The findings shed light on the positive impacts that early musical training may play in later academic achievement, even in the long run.
Effects of AR Picture Books on German Teaching in Universities
Author: Gu, Chao
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,German,Second Language Instruction,Computer Simulation,Educational Technology,Picture Books,Student Satisfaction,Language Proficiency,Cooperative Learning,College Students,Instructional Effectiveness

In this paper, we discuss the teaching effects of augmented reality (AR) technology in German instruction. We conducted one prestudy and three formal studies on German learners in China's mainland and Taiwan region. In the formal studies, a total of 120 students participated in the survey, allowing us to compare the differences in interest in learning between AR picture books and traditional picture books. A total of 114 students took part in the survey, which enabled us to compare the contribution of AR picture books to teaching when students' satisfaction and German proficiency were different. To improve satisfaction, 514 students participated in the survey regarding the influence of the interactive narrative design effect and peer learning on satisfaction with using AR picture books. The results suggest that when learning German with AR picture books, satisfaction is the key construct that determines students' learning states.
Updated IQ and Well-Being Scores for the 50 U.S. States
Author: Pesta, Bryan J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence Quotient,Well Being,Scores,Adults,National Competency Tests,Grade 4,Grade 8,Crime,Income,Health,Education,Correlation

At the level of the 50 U.S. states, an interconnected nexus of well-being variables exists. These variables strongly correlate with estimates of state IQ in interesting ways. However, the state IQ estimates are now more than 16 years old, and the state well-being estimates are over 12 years old. Updated state IQ and well-being estimates are therefore needed. Thus, I first created new state IQ estimates by analyzing scores from both the Program for the International Assessment of Adult Competency (for adults), and the National Assessment of Educational Progress (for fourth and eighth grade children) exams. I also created new global well-being scores by analyzing state variables from the following four well-being subdomains: crime, income, health, and education. When validating the nexus, several interesting correlations existed among the variables. For example, state IQ most strongly predicted FICO credit scores, alcohol consumption (directly), income inequality, and state temperature. Interestingly, state IQ derived here also correlated 0.58 with state IQ estimates from over 100 years ago. Global well-being likewise correlated with many old and new variables in the nexus, including a correlation of 0.80 with IQ. In sum, at the level of the U.S. state, a nexus of important, strongly correlated variables exists. These variables comprise well-being, and state IQ is a central node in this network.
The Influence of Culture Capital, Social Security, and Living Conditions on Children&apos;s Cognitive Ability: Evidence from 2018 China Family Panel Studies
Author: Dai, Xianhua
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Capital,Social Services,Living Standards,Cognitive Ability,Foreign Countries,Economic Factors,Social Capital,Predictor Variables,Chinese,Academic Achievement,Mathematics Achievement,Rural Urban Differences

The aim of this study was to analyze the influence of economic capital, culture capital, social capital, social security, and living conditions on children's cognitive ability. However, most studies only focus on the impact of family socio-economic status/culture capital on children's cognitive ability by ordinary least squares regression analysis. To this end, we used the data from the China Family Panel Studies in 2018 and applied proxy variable, instrumental variables, and two-stage least squares regression analysis with a total of 2647 samples with ages from 6 to 16. The results showed that family education, education expectation, books, education participation, social communication, and tap water had a positive impact on both the Chinese and math cognitive ability of children, while children's age, gender, and family size had a negative impact on cognitive ability, and the impact of genes was attenuated by family capital. In addition, these results are robust, and the heterogeneity was found for gender and urban location. Specifically, in terms of gender, the culture, social capital, and social security are more sensitive to the cognitive ability of girls, while living conditions are more sensitive to the cognitive ability of boys. In urban locations, the culture and social capital are more sensitive to rural children's cognitive ability, while the social security and living conditions are more sensitive to urban children's cognitive ability. These findings provide theoretical support to further narrow the cognitive differences between children from many aspects, which allows social security and living conditions to be valued.
A New Perspective on Assessing Cognition in Children through Estimating Shared Intentionality
Author: Danilov, Igor Val
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence,Cognitive Ability,Children,Parent Child Relationship,Child Development,Infants,Intention,Attachment Behavior,Cognitive Processes,Verbal Communication,Communication Skills,Emotional Response,Arousal Patterns

This theoretical article aims to create a conceptual framework for future research on digital methods for assessing cognition in children through estimating shared intentionality, different from assessing through behavioral markers. It shows the new assessing paradigm based directly on the evaluation of parent-child interaction exchanges (protoconversation), allowing early monitoring of children's developmental trajectories. This literature analysis attempts to understand how cognition is related to emotions in interpersonal dynamics and whether assessing these dynamics shows cognitive abilities in children. The first part discusses infants' unexpected achievements, observing the literature about children's development. The analysis supposes that due to the caregiver's help under emotional arousal, newborns' intentionality could appear even before it is possible for children's intention to occur. The emotional bond evokes intentionality in neonates. Therefore, they can manifest unexpected achievements while performing them with caregivers. This outcome shows an appearance of protoconversation in adult-children dyads through shared intentionality. The article presents experimental data of other studies that extend our knowledge about human cognition by showing an increase of coordinated neuronal activities and the acquisition of new knowledge by subjects in the absence of sensory cues. This highlights the contribution of interpersonal interaction to gain cognition, discussed already by Vygotsky. The current theoretical study hypothesizes that if shared intentionality promotes cognition from the onset, this interaction modality can also facilitate cognition in older children. Therefore in the second step, the current article analyzes empirical data of recent studies that reported meaningful interaction in mother-infant dyads without sensory cues. It discusses whether an unbiased digital assessment of the interaction ability of children is possible before the age when the typical developmental trajectory implies verbal communication. The article develops knowledge for a digital assessment that can measure the extent of children's ability to acquire knowledge through protoconversation. This specific assessment can signalize the lack of communication ability in children even when the typical trajectory of peers' development does not imply verbal communication.
Post-Operative Cognitive Impairment: A Cognitive Epidemiology Perspective
Author: Feinkohl, Insa
Date: 2022-00-00
Type: Journal Articles
Subjects: Surgery,Cognitive Processes,Cognitive Science,Epidemiology,Patients,Health Services,Cognitive Ability,Adventitious Impairments,Educational Attainment,Risk,Predictor Variables

Cognitive epidemiology investigates cognitive predictors of health and disease outcomes. Post-operative cognitive impairment is a common complication of surgery but has been neglected as a health outcome in cognitive epidemiology research. This is despite the fact that knowledge of cognitive predictors of post-operative cognitive impairment can be utilized for risk stratification, informed decision-making (in elective surgery), and personalized care of patients during the postoperative period. In this narrative review, the current literature on cognitive predictors of post-operative cognitive impairment and gaps therein are summarized.
Processes Underlying the Relation between Cognitive Ability and Curiosity with Academic Performance: A Mediation Analysis for Epistemic Behavior in a Five-Year Longitudinal Study
Author: Mussel, Patrick
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Personality Traits,Academic Achievement,Predictor Variables,Grade Point Average,Educational Attainment,Foreign Countries,Informed Consent,Adolescents,Young Adults,Learning,Behavior

Cognitive ability and curiosity are significant predictors of academic achievement; yet the processes underlying these relations are not well understood. I drew on ideas from the environmental enrichment hypothesis and the differential preservation hypothesis and hypothesized that epistemic behavior acts as a mediator. Longitudinal data were collected from 1964 individuals in three waves, spanning five years: cognitive ability and curiosity were assessed at time 1; epistemic behavior at time 2; at time 3, grade point average and highest degree of both secondary and tertiary academic education (if applicable) were obtained retrospectively via self-report. I found expected bivariate relations between all study variables, including a significant relation between cognitive ability and curiosity and significant relations of both of these variables with secondary academic performance. Epistemic behavior was related to curiosity and academic performance but, at odds with the hypothesis, did not mediate the relation between cognitive and personality variables and academic performance. It is concluded that the process underlying the behavioral consequences of cognitive ability and curiosity is not environmental enrichment.
Fluid Intelligence and Competence Development in Secondary Schooling: No Evidence for a Moderating Role of Conscientiousness
Author: Brandt, Naemi D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence,Personality Traits,Individual Characteristics,Predictor Variables,Academic Achievement,Competence,Skill Development,Secondary School Students,Foreign Countries,Reading Skills,Mathematics Skills,Abstract Reasoning,Intelligence Tests

Fluid intelligence and conscientiousness are important predictors of students' academic performance and competence gains. Although their individual contributions have been widely acknowledged, less is known about their potential interplay. Do students profit disproportionately from being both smart and conscientious? We addressed this question using longitudinal data from two large student samples of the German National Educational Panel Study. In the first sample, we analyzed reading and mathematics competencies of 3778 fourth graders (M[subscript age] = 9.29, 51% female) and gains therein until grade 7. In the second sample, we analyzed the same competencies in 4942 seventh graders (M[subscript age] = 12.49, 49% female) and gains therein until grade 9. The results of (moderated) latent change score models supported fluid intelligence as the most consistent predictor of competence levels and gains, whereas conscientiousness predicted initial competence levels in mathematics and reading as well as gains in mathematics (but not reading) only in the older sample. There was no evidence for interaction effects between fluid intelligence and conscientiousness. We found only one statistically significant synergistic interaction in the older sample for gains in reading competence, which disappeared when including covariates. Although our findings point to largely independent effects of fluid intelligence and conscientiousness on competence gains, we delineate avenues for future research to illuminate their potential interplay.
Student Characteristics, Institutional Factors, and Outcomes in Higher Education and Beyond: An Analysis of Standardized Test Scores and Other Factors at the Institutional Level with School Rankings and Salary
Author: Wai, Jonathan
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Characteristics,Undergraduate Students,Institutional Characteristics,Outcomes of Education,Higher Education,Standardized Tests,Scores,Universities,Reputation,Achievement Rating,Academic Aptitude,Cognitive Ability,Salaries,Academic Achievement

When seeking to explain the eventual outcomes of a higher education experience, do the personal attributes and background factors students bring to college matter more than what the college is able to contribute to the development of the student through education or other institutional factors? Most education studies tend to simply ignore cognitive aptitudes and other student characteristics--in particular the long history of research on this topic--since the focus is on trying to assess the impact of education. Thus, the role of student characteristics has in many ways been underappreciated in even highly sophisticated quantitative education research. Conversely, educational and institutional factors are not as prominent in studies focused on cognitive aptitudes, as these fields focus first on reasoning capacity, and secondarily on other factors. We examine the variance in student outcomes due to student (e.g., cognitive aptitudes) versus institutional characteristics (e.g., teachers, schools). At the level of universities, two contemporary U.S. datasets are used to examine the proportion of variance accounted for in various university rankings and long-run salary by student cognitive characteristics and institutional factors. We find that depending upon the ways the variables are entered into regression models, the findings are somewhat different. We suggest some fruitful paths forward which might integrate the methods and findings showing that teachers and schools matter, along with the broader developmental bounds within which these effects take place.
Selecting for Learning Potential: Is Implicit Learning the New Cognitive Ability?
Author: Montuori, Luke M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Processes,Cognitive Ability,Job Performance,Psychometrics,Workplace Learning,Individual Differences,Intelligence,Executive Function

For decades, the field of workplace selection has been dominated by evidence that cognitive ability is the most important factor in predicting performance. Meta-analyses detailing the contributions of a wide-range of factors to workplace performance show that cognitive ability's contribution is partly mediated by the learning of task-relevant skills and job-specific declarative knowledge. Further, there is evidence to suggest that this relationship is a function of task complexity, and partially mediated by learning performance in workplace induction and training activities. Simultaneously, evidence is mounting that stable individual differences in implicit learning exist, which are at least partially independent of traditional measures of intelligence. In this article we provide an overview of recent advances in our understanding of implicit learning, outline some of the advantages offered by its measurement, and highlight some of the challenges associated with its adoption as a measure of interest.