Ba. Schaefer et Pa. Mcdermott, Learning behavior and intelligence as explanations for children's scholastic achievement, J SCH PSYCH, 37(3), 1999, pp. 299-313
This study assesses the unique and complementary ability of childhood intel
ligence and learning-related behavior to explain variation in achievement o
utcomes. Teacher-observed classroom learning behaviors and individually adm
inistered intelligence and achievement test performances were collected for
a representative national sample (N = 1,100) of students ages 6-17 years.
The sample was blocked for age, grade level, and gender, and stratified acc
ording to the U.S. Census by race/ethnicity, parent education level, nation
al region, community size, family structure, and educational placement. Tea
cher-assigned grades were collected for a secondary national sample (N = 42
0). Hierarchical regression models revealed substantial proportions of assi
gned grade variance explained primarily by learning behavior and achievemen
t test score variance explained by intelligence. Explanatory patterns remai
ned consistent after control for demographics and alternative intellectual
or behavioral variation, and the variance explained jointly by learning beh
avior, intelligence, and their interactions exceeded appreciably the contri
butions of any one source. Implications are discussed for educational asses
sment and intervention. (C) 1999 Society for the Study of School Psychology
. Published by Elsevier Science Ltd.