Measures of Achievement: The Differing Relationships With Self-Regulated Learning and Intelligence

• In Event: AERA Poster Session 2
  In Poster Session: Self-Directed Learning, Motivation, and Metacognition

Abstract

Trait self-control is one of the most prominent socio-emotional skills and important for self-regulated learning. It was held to outperform intelligence in predicting school grades and standardized achievement-test scores. However, recent research contests this notion. To investigate the performance of self-control in predicting school achievement and two standardized achievement tests beyond intelligence, we used a large sample of adults (N = 3146). The results show self-control to predict GPA over intelligence. Only intelligence predicted the test scores. No significant interaction effects emerged. The results highlight the utility of trait self-control in predicting broader measures of school performance, but set limits to predicting more objective assessments of achievement. The implications for trait self-control as a prerequisite for self-regulated learning are discussed.

Authors

• Fabian T. C. Schmidt, University of Hamburg

• Christoph Lindner, IPN - Leibniz Institute for Science and Mathematics Education

• Julian Etzel, IPN - Leibniz Institute for Science and Mathematics Education

• Jan Retelsdorf, University of Hamburg