How Do Elementary School Students Experience School Depending on Their Cognitive Ability and Academic Achievement?

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: Social and Emotional Learning and Student Academic Performance (Table 18)

Abstract

We investigated whether socio-emotional experiences of school varied with the cognitive ability (IQ) and academic achievement (GPA) of 1411 third- and fourth-grade students. Results of a structural equation model revealed no differences depending on students’ IQ. Higher GPA was associated with more positive attitudes towards school, a more positively perceived class climate, more social integration and a stronger feeling of being accepted by the teacher (β = .102 to .243). Positive relations with GPA were stronger with increasing IQ (β = .085 to .087). Additional group comparisons of highly able/achieving students and averagely able/achieving students within multivariate analyses of variance confirmed the pattern of results (η²p = .011 for differences depending on GPA). All effects were independent of students’ gender.

Authors

• Jessica Gnas, University of Trier
  Presenting Author

• Julia Matthes, University of Trier
  Presenting Author

• Elena Mack, University of Trier
  Non-Presenting Author

• Franzis Preckel, University of Trier
  Non-Presenting Author