What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades.

Cited by (417)

Items 201–300 of 417

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4. Self-Control Outdoes Fluid Reasoning in Explaining Vocational and Academic Performance—But Does It?
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6. The Impact Of Student Self-Discipline And Parental Involvement in Students' Academic Activities on Student Academic Performance
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8. Assessing the impact of standards-based grading policy changes on student performance and practice work completion in secondary mathematics
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9. General intelligence in friendship selection: A study of preadolescent best friend dyads
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10. Association between Non-Verbal Intelligence and Academic Performance of Schoolchildren from Taza, Eastern Morocco
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16. How Teachers Teach: Mapping the Terrain of Practice.
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18. How to Transversely Develop Ability Emotional Intelligence Ability through School Subjects? A Theoretical Proposal
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19. Genetic and context-specific effects on individual inhibitory control performance in the guppy (Poecilia reticulata)
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20. Explaining the substantial inter-domain and over-time correlations in student achievement: the importance of stable student attributes
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21. Cognitive skills in education: typology and development
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22. Does Being Gritty Mean Being College-Ready? Investigating the Link between Grit and College Readiness among Filipino K-12 Graduates
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24. Cognitive regulation outdoes behavior regulation in predicting state standardized test scores over time
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25. Prediction of differential performance between advanced placement exam scores and class grades using machine learning
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26. Die Wertschätzung schulischer Anstrengung als Mediator von Geschlechtsunterschieden in Noten
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30. Factors influencing teachers’ grading standards in mathematics
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34. Learning From Home: Widening Rural-Urban Educational Inequality and High School Students’ Self-Control in China During the COVID-19 Pandemic and School Closure
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35. Learning About Development from Interventions
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36. Breakfast skipping and academic achievement at 8–16 years: a population study in South Australia
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37. Utilizing Additional Measures of High School Academic Preparation to Support Students in their Math Self-Assessment
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38. When (deliberate) practice is not enough – the role of intelligence, practice, and knowledge in academic performance
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39. Investigating the link between cognitive skills and learning in non-comorbid samples of ADHD and SLI
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40. The buzz trap: Speeded-up lives, distractedness, impulsiveness and decreasing empathy
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41. How minimal grade goals and self-control capacity interact in predicting test grades
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42. Landscape Analysis of Non-Cognitive Measures
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43. Early-onset neonatal infection and school performance: a Danish nationwide population-based cohort study
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44. Field of Study and Gender Moderation of the Association of Personality and Math Anxiety with Numeracy
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46. Friends know you: Peer nomination of self‐control predict changes in academic achievement and friendship among adolescents
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47. Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program
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48. Criterios e Instrumentos para la Admisión en los Estudios de Doctorado
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50. Grit as a Predictor of Academic Success for First-Time Undergraduate Students
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51. The Ways Character Strengths Support K–8 Mathematics and The Common Core State Standards
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52. An Intensive, School-Based Learning Camp Targeting Academic and Non-Cognitive Skills Evaluated in a Randomized Trial
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53. Emergent growth patterns of early education self-control problems among children from underresourced American families
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54. Do Health Insurance Mandates Spillover to Education? Evidence from Michigan’s Autism Insurance Mandate
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55. Emotionale Entwicklung
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56. Supporting secondary students' perseverance for solving challenging mathematics tasks
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57. Secondary School Leaving Examinations: The Impact of Expectancies, Values, and Dimensional Comparisons on Male and Female Students’ Science-Oriented Choices
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58. Importancia de la competencia aprender a aprender en estudiantes universitarios colombianos a par-tir de análisis multivariado: desafíos, oportunidades y retos para la educación (Importance of learning to learn competence in Colombian university students based on multivariate analysis: challenges, opportunities and challenges for education)
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59. Grading Student Behavior
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60. Cross-cultural and psychometric validation of the ‘GRIT-S’ scale for measuring academic tenacity in medical students in Spanish
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61. Factors affecting students’ performance on national assessments of mathematics in Italy: a random forest approach
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65. Gender differences between teachers’ assessments and test based assessments. Evidence from Spain
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66. Social competence and academic achievement in immigrant adolescents in Portugal
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67. WISC-V Use in Societal Context
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68. SOCIODEMOGRAFSKI I PSIHOLOŠKI KORELATI ŠKOLSKOG USPEHA
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