Abstract:
Introduction Both intelligence and motivational constructs have been shown to adaptively increase school achievement. Beliefs about assessment (including homework and tests) can be adaptive within a self-regulation of learning framework. However, the relationship of general intelligence upon the beliefs held by students and parents about achievement measures has not been investigated. Objectives The purpose of the current study was to relate, through latent variable modelling, performance on cognitive tests to student and parent perceptions about assessment and achievement demands. Our initial expectation was that beliefs about assessment would predict intelligence; but in accordance with good modeling practice the alternative hypothesis (i.e., intelligence predicts attitudes toward assessment) was also tested. Design/Methodology Responses of Swedish Grade 6 students (N=3662) participating in a Swedish cohort-sequential longitudinal study (Evaluation Through Follow-Up; ETF) were analysed. Data included scores on four intelligence tests (i.e., crystallised and fluid) and survey items completed by both students and their parents concerning achievement demands. Well-fitting latent trait measurement models for intelligence (1 factor), student perceptions (4 factors), and parental perceptions (3 factors) were separately established and introduced into a structural equation model with intelligence as either the predictor or as the dependent variable. Results Both models provided a good fit to the data, but the model with intelligence as predictor had superior fit (i.e., ∆AIC=335.643) and showed that intelligence had statistically significant predictions on all four student and three parent perceptions factors. However, only one prediction was substantive; intelligence on coping with school demands (β=.41). Conclusions Findings suggest that, within this national sample, self-regulating capability of coping with school demands arises in part from general cognitive abilities. This suggests schools should focus just as much on cultivation of intellectual ability as positive attitudes.