The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10174/3281 |
Resumo: | 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. |
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The cognitive abilities’ impact on the relationship between sociocultural background and academic achievementhighschool students, academic achievement, structural equation modeling, model invarianceThe 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.Colegio de Psicólogos del Principado de Asturias2012-01-11T12:20:07Z2012-01-112011-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/3281http://hdl.handle.net/10174/3281engDiniz, A. M., Pocinho, M. D., & Almeida, L. S. (2011). The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement. Psicothema, 23, 695-700.0214-9915 CODEN PSOTEGamdiniz@uevora.pt681Diniz, Pocinho, & Almeidainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T18:40:22Zoai:dspace.uevora.pt:10174/3281Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:58:46.634481Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement |
title |
The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement |
spellingShingle |
The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement Diniz, Pocinho, & Almeida highschool students, academic achievement, structural equation modeling, model invariance |
title_short |
The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement |
title_full |
The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement |
title_fullStr |
The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement |
title_full_unstemmed |
The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement |
title_sort |
The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement |
author |
Diniz, Pocinho, & Almeida |
author_facet |
Diniz, Pocinho, & Almeida |
author_role |
author |
dc.contributor.author.fl_str_mv |
Diniz, Pocinho, & Almeida |
dc.subject.por.fl_str_mv |
highschool students, academic achievement, structural equation modeling, model invariance |
topic |
highschool students, academic achievement, structural equation modeling, model invariance |
description |
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. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-01-01T00:00:00Z 2012-01-11T12:20:07Z 2012-01-11 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10174/3281 http://hdl.handle.net/10174/3281 |
url |
http://hdl.handle.net/10174/3281 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
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. 0214-9915 CODEN PSOTEG amdiniz@uevora.pt 681 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Colegio de Psicólogos del Principado de Asturias |
publisher.none.fl_str_mv |
Colegio de Psicólogos del Principado de Asturias |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799136470948118528 |