Cognitive predictors of success in learning Russian

Malykh S. B.,

Zinchenko Yu. P.,

Tikhomirova T.N.,

Verbitskaya L.A.

Опубликована Окт. 29, 2015

This study examines the role of cognitive characteristics in the success in learning Russian, assessed through teachers’ grades and test scores on standardized state exams. This paper examines the relationship between cognitive characteristics, such as nonverbal intelligence, working memory and speed of information processing, and the results of the Unified State Exam for 11th grade students, the Basic State Exam for 9th grade students and the traditional assessment of Russian language learning. This study involved students in the 9th and 11th grades from four educational institutions in the Moscow and St. Petersburg regions; 427 students were studying in the 9th …

Effect size, confidence intervals and statistical power in psychological research

Téllez A.,

García C.H.,

Corral-Verdugo V.

Опубликована Сен. 10, 2015

Quantitative psychological research is focused on detecting the occurrence of certain population phenomena by analyzing data from a sample, and statistics is a particularly helpful mathematical tool that is used by researchers to evaluate hypotheses and make decisions to accept or reject such hypotheses. In this paper, the various statistical tools in psychological research are reviewed. The limitations of null hypothesis significance testing (NHST) and the advantages of using effect size and its respective confidence intervals are explained, as the latter two measurements can provide important information about the results of a study. These measurements also can facilitate data interpretation …

Academic achievement: Intelligence, regulatory, and cognitive predictors

Morosanova V.I.,

Fomina T.G.,

Bondarenko I.N.

Опубликована Июль 30, 2015

Using the results of two empirical studies (with different samples and academic subjects), our research was aimed at discovering the significant role of conscious self-regulation, intelligence, and cognitive features in predicting optimal academic achievement. The sample consisted of 406 students (aged 14-16) in the 8th to 11th grades of the Russian formal education system. Conscious self-regulation together with intelligence and cognitive abilities was determined to be a significant predictor of academic success. The Study 1 results revealed that the general level of self-regulation of learning activity and certain regulatory features were significant predictors of different types of mathematical achievements: academic …