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Source: Learning and Individual Differences
Resulting in 2 citations.
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Ganzach, Yoav Gotlibovski, Chemi |
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Individual Differences and the Effect of Education on Religiosity Learning and Individual Differences 36 (December 2014): 213-217. Also: http://www.sciencedirect.com/science/article/pii/S1041608014001861 Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): Armed Forces Qualifications Test (AFQT); Educational Attainment; Intelligence; Religion We study the complex relationships between education and religiosity by examining the effects of various individual differences on both these variables. We show that omitting individual differences, particularly intelligence, may lead to dramatic changes in the sign of the effect of education on religiosity. These findings may explain previous conflicting reports about the relationship between education and religiosity. |
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Bibliography Citation
Ganzach, Yoav and Chemi Gotlibovski. "Individual Differences and the Effect of Education on Religiosity." Learning and Individual Differences 36 (December 2014): 213-217.
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Light, Audrey L. Nencka, Peter |
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Predicting Educational Attainment: Does Grit Compensate for low Levels of Cognitive Ability? Learning and Individual Differences 70 (February 2019): 142-154. Also: https://www.sciencedirect.com/science/article/pii/S1041608019300214 Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cognitive Ability; Educational Attainment; Modeling, Probit; Personality/Big Five Factor Model or Traits This study examined the role of cognitive ability in moderating grit's association with educational outcomes. Using a large, representative sample of young adults, we estimated probit models for the probability of graduating from high school, enrolling in college, earning any college degree, and earning a bachelor's degree. For each outcome, the effect of grit (and, alternatively, each lower-order facet) was allowed to differ flexibly with cognitive ability. We found that grit's estimated marginal effect is largely concentrated among students at the high and low ends of the ability distribution. The low-ability effect is more pronounced when expressed relative to the ability-specific, baseline probability of success, and the high-ability effect increases with each successive outcome. The findings are consistent with the notion that high-ability students adopt self-regulated learning processes that exploit their grit, especially as educational tasks become more challenging. For low-ability students, it appears that grit plays a compensatory role. |
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Bibliography Citation
Light, Audrey L. and Peter Nencka. "Predicting Educational Attainment: Does Grit Compensate for low Levels of Cognitive Ability?" Learning and Individual Differences 70 (February 2019): 142-154.
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