Please use this identifier to cite or link to this item:
http://hdl.handle.net/10174/3281
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Title: | The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement |
Authors: | Diniz, Pocinho, & Almeida |
Keywords: | highschool students, academic achievement, structural equation modeling, model invariance |
Issue Date: | 2011 |
Publisher: | Colegio de Psicólogos del Principado de Asturias |
Citation: | Diniz, A. M., Pocinho, M. D., & Almeida, L. S. (2011). The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement. Psicothema, 23, 695-700. |
Abstract: | The infl uence of students’ sociocultural background on academic achievement is a well established fact. Research also points out that sociocultural background is related to students’ cognitive abilities and these have an effect on their academic achievement. However, the mediator role of cognitive
abilities on the relationship between sociocultural background and academic achievement is less well known. A structural equation model that represents these relationships was tested in a sample (N= 728)
of Portuguese junior high school students. Multigroup analysis of the model showed the importance of the cognitive ability mediation effect between sociocultural background and academic achievement in the 7th and 9th grades, but not in the 8th grade. This difference may be the result of the academic
transition experienced in the 7th and 9th grades in the Portuguese educational system, which requires parents’ higher involvement in school. |
URI: | http://hdl.handle.net/10174/3281 |
ISSN: | 0214-9915 CODEN PSOTEG |
Type: | article |
Appears in Collections: | PSI - Publicações - Artigos em Revistas Internacionais Com Arbitragem Científica
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