Inteligencja, osobowość i osiągnięcia szkolne

Małgorzata Kossowska
Instytut Psychologii Uniwersytetu Jagiellońskiego
Hanry Schouwenburg University of
Groningen, The Netherlands

Summary. In the first decades of the century, the search for stable individual differences
beside intelligence that would predict academic achievement, has resulted in the
discovery of the trait of persistence. However, owing to its links with 'will power' and the
free-will paradox, the concept has never become popular. In effect, it nearly completely
died out with the advent during the sixties of cognitive educational psychology with its
attention for cognitive and metacognitive processes. One of the metacognitive processes
most relevant for academic achievement is self-control, while the concept of (deep) level
of information processing is a good candidate for the cognitive processes relevant to
academic success. In recent empirical studies, self-control boils down to persistence; the
concept can be viewed as a midlevel trait of the Big Five dimension Conscientiousness.
On the other hand, level of information processing makes an independent factor in
empirical studies, probably related to intelligence and to the Big five dimension of
Openness to Experience.
The present study provides empirical evidence for the assertion that, apart from
intelligence, academic achievement is largely a matter of persistence or self-control and,
to a lesser degree, of deep-level information processing. Both variables may be combined
into 'pragmatic' learning styles - styles that, in contrast with conventional learning styles,
more substantially predict academic achievement.
Autor: Ewelina Soszyńska
Ostatnia aktualizacja: 20.06.2007, godz. 15:15 - Ewelina Soszyńska