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Vock, Miriam; Koller, Olaf; Nagy, Gabriel – British Journal of Educational Psychology, 2013
Background: Vocational interests play a central role in the vocational decision-making process and are decisive for the later job satisfaction and vocational success. Based on Ackerman's (1996) notion of "trait complexes," specific interest profiles of gifted high-school graduates can be expected. Aims: Vocational interests of gifted and…
Descriptors: Vocational Interests, Gifted, Profiles, High School Graduates
Lohman, David F.; Lakin, Joni M. – British Journal of Educational Psychology, 2009
Background: Strand, Deary, and Smith (2006) reported an analysis of sex differences on the Cognitive Abilities Test (CAT) for over 320,000 UK students 11-12 years old. Although mean differences were small, males were overrepresented at the upper and lower extremes of the score distributions on the quantitative and non-verbal batteries and at the…
Descriptors: Gender Differences, Cognitive Tests, Foreign Countries, Comparative Analysis
Topping, K. J.; Trickey, S. – British Journal of Educational Psychology, 2007
Background: Debates about the modifiability of cognitive ability have been largely resolved by reports of successful "thinking skills" interventions. However, such interventions are very diverse and generalization of effects relatively little explored. Aims: This study investigated whether a thinking skills intervention involving…
Descriptors: Intervention, Generalization, Effect Size, Control Groups
Strand, Steve; Deary, Ian J.; Smith, Pauline – British Journal of Educational Psychology, 2006
Background and aims: There is uncertainty about the extent or even existence of sex differences in the mean and variability of reasoning test scores ( Jensen, 1998; Lynn, 1994, ; Mackintosh, 1996). This paper analyses the Cognitive Abilities Test (CAT) scores of a large and representative sample of UK pupils to determine the extent of any sex…
Descriptors: Low Achievement, Students, Standardized Tests, Statistical Significance
Strand, Steve – British Journal of Educational Psychology, 2004
Background: UK schools have a long history of using reasoning tests, most frequently of Verbal Reasoning (VR), Non-Verbal Reasoning (NVR), and to a lesser extent Quantitative Reasoning (QR). Results are used for identifying students' learning needs, for grouping students, for identifying underachievement, and for providing indicators of future…
Descriptors: Students, Cognitive Ability, Correlation, Academic Achievement