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ERIC Number: EJ1008473
Record Type: Journal
Publication Date: 2013-Jun
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1041-6080
The Roles of Cognitive and Motivational Predictors in Explaining School Achievement in Elementary School
Weber, Heike S.; Lu, Liping; Shi, Jiannong; Spinath, Frank M.
Learning and Individual Differences, v25 p85-92 Jun 2013
The present study investigated the roles of cognitive (working memory, intelligence) and motivational variables (self-perceived ability, intrinsic value) in explaining school achievement. The sample consisted of N = 320 German elementary school children in the fourth grade. Working memory and intelligence were assessed in the classroom. Questionnaires including the motivational items were answered at home. Teachers provided midterm and endterm grades for the domains of German and Math. Using structural equation modeling, our main results indicated that across domains, both cognitive and motivational predictors explained substantial amounts of specific variance in school grades. The findings are, however, to some degree domain-specific in that cognitive variables were stronger predictors of Math (COG: [beta] = 0.59; MOT: [beta] = 0.41), whereas for German, motivational influences turned out to be better predictors (COG: [beta] = 0.34; MOT: [beta] = 0.67). Together, cognitive ability (including both WM and intelligence) and motivation (including self-perceived ability and intrinsic value) explained 75% and 71% of the variance in children's German and Math grades, respectively. (Contains 1 table and 1 figure.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany