Journal of #Intelligence special issue: Interplay of intelligence and non #cognitive (#conative) constructs in predicting #achievement - #schoolpsychology #cognitive #EDPSY #education

More info availble re JOI special issue here. Click on image to enlarge for easier reading.

If interested, you might want to check out my pub describing the Cognitive-Affective-Motivation Model of Learning #CAMML)

The Model of Achievement Competence Motivation (MACM) Part B: An overview of the MACM model

The Model of Achievement Competence Motivation (MACM) is a series of slide modules.  By clicking on the link you can view the slides at SlideShare.  This is the second (Part B) in the series--An overview of the model.  There will be a total of five modules.  The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)

Click here for first of the series (Part A:  Introduction and Background)

Click here for prior "beyond IQ" labeled posts at this blog.

The Model of Achievement Competence Motivation (MACM): Part A - Introduction to module series

The Model of Achievement Competence Motivation (MACM) is a series of slide modules.  By clicking on the link you can view the slides at SlideShare.  This is the first (Part A) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)

Click here for prior "beyond IQ" labeled posts at this blog.

Beyond IQ: Mining the “no-mans-land” between Intelligence and IQ: Journal of Intelligence special issue

I am pleased to see the Journal of Intelligence addressing the integration of non-cognitive variables (personality; self-beliefs; motivational constructs; often called the “no-mans land” between intelligence and personality— I believe this catchy phrase was first used by Stankov) with intellectual constructs to better understanding human performance. I have had a long-standing interest in such comprehensive models as reflected by my articulation of the Model of Academic Competence and Motivation (MACM) and repeated posting of “beyond IQ” information at my blogs.

Joel Schneider and I briefly touched in this topic in our soon to be published CHC intelligence theory update chapter. Below is the select text and some awesome figures crafted by Joel.

Our simplified conceptual structure of knowledge abilities is presented in Figure 3.10. At the center of overlapping knowledge domains is general knowledge—knowledge and skills considered important for any member of the population to know (e.g., literacy, numeracy, self-care, budgeting, civics, etiquette, and much more). The bulk of each knowledge domain is the province of specialists, but some portion is considered important for all members of society to know. Drawing inspiration from F. L. Schmidt (2011, 2014), we posit that interests and experience drive acquisition of domain-specific knowledge.

In Schmidt's model, individual differences in general knowledge are driven largely by individual differences in fluid intelligence and general interest in learning, also known as typical intellectual engagement (Goff & Ackerman, 1992). In contrast, individual differences in domain-specific knowledge are more driven by domain-specific in-terests, and also by the “tilt” of one's specific abilities (Coyle, Purcell, Snyder, & Richmond, 2014; Pässler, Beinicke, & Hell, 2015). In Figure 3.11, we present a simplified hypothetical synthesis of several ability models in which abilities, interests, and personality traits predict general and specific knowledge (Ackerman, 1996a, 1996b, 2000; Ackerman, Bowen, Beier, & Kanfer, 2001; Ackerman & Heggestad, 1997; Ackerman & Rolfhus, 1999; Fry & Hale, 1996; Goff & Ackerman, 1992; Kail, 2007; Kane et al., 2004; Rolfhus & Ackerman, 1999; Schmidt, 2011, 2014; Schneider et al., 2016; Schneider & Newman, 2015; Woodcock, 1993; Ziegler, Danay, Heene, Asendorpf, & Bühner, 2012).

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The salience brain network and personality (self-directedness; cognitive control)

Abstract:

A prevailing topic in personality neuroscience is the question how personality traits are
reflected in the brain. Functional and structural networks have been examined by functional and structural magnetic resonance imaging, however, the structural correlates of functionally defined networks have not been investigated in a personality context. By using the Temperament and Character Inventory (TCI) and Diffusion Tensor Imaging (DTI), the present study assesses in a sample of 116 healthy participants how personality traits proposed in the framework of the biopsychosocial theory on personality relate to white matter pathways delineated by functional network imaging. We show that the character trait self-directedness relates to the overall microstructural integrity of white matter tracts constituting the salience network as indicated by DTI-derived measures. Self-directedness has been proposed as the executive control component of personality and describes the tendency to stay focused on the attainment of long-term goals. The present finding corroborates the view of the salience network as an executive control network that serves maintenance of rules and task-sets to guide ongoing behavior.

Click here for info regarding one of the better brain network overview articles by Bressler and Menon.


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Beyond Cognitive Abilities: An Integrative Model of Learning-Related Personal Competencies and Aptitude Trait Complexes

For centuries educational psychologists have highlighted the importance of "non-cognitive" variables in school learning.  Below readers will find a PPT presentation that presents a "big picture" overview of how cognitive abilities and non-cognitive factors can be integrated into an over-arching conceptual framework.  The presentation also illustrates how the big picture framework can be used to conceptualize a number of contemporary "buzz word" initiatives related to building 21st century educationally important skills (social-emotional learning, critical thinking, creativity, complex problem solving, etc.)

The two preliminary images can be enlarged by click on them.

Prior related "Beyond IQ" blog posts can be found here.

Beyond cognitive abilities: An integrative model of learning-related personal competencies and aptitude trait complexes from Kevin McGrew

Research byte: Investment traits and intelligence - meta-analytic review

I am a huge fan of the aptitude work of Richard Snow which has influenced the work of the likes of Dr. Phil Ackerman and his PPIK model of adult intelligence. All of this work fits within the "Beyond IQ" series of posts I have made for many years.  

Today I was pleased to see a new meta-analytic review by von Stumm and Ackerman that investigated the relations between "investment traits" and intelligence. A preview of the article is below. [Click on images to enlarge]

 

 

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Research Byte: Cognitive ability and non-cognitive "beyond IQ" variables combine to predict school learning

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Research byte: How accurate are self-estimates of select IQ abilities (Gf,Gc,Gv)?

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Research byte: Executive function weaknesses related to anti-social syndromes: New meta-analysis

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Research Byte: Extraversion differentially related to 3 executive function abilities?

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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner extraversion executive functions

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Research Byte: Personality type may differentially influence reading and math

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Beyond IQ (aka Forrest Gump effect): Why there is more to academic achievement than IQ?

This article is an excellent overview of the importance of non-cognitive traits in understanding academic achievement. I have long believed that Richard Snow's work on trait complexes and aptitude has too long been ignored in assessment practice, as well as the PPIK trait complex work of Ackerman. Human behavior is multivariate and complex....there is a serious need to move Beyond IQ.

Click on image to enlarge. Additional comments and links to other sources are embedded in annotated article as per IQs Reading feature.




Below is model of personal competence from article referenced (with link) in PDF of article.



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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology neuroscience psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence trait complexes personality conative motivation achievement school learning MACMM model Beyond IQ

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What is wisdom? Easier to be wise re lives of others and not your own life.

Just read Staudinger and Glück's ARP article on the psychology of wisdom. Hard field to define, but a good overview article. I have made comments and annotations in a copy of the article as per IQs Reading feature.

A couple of interesting tidbits:

-It is easier to be wise regarding matters of others but not as easy regarding your own life.
-Personal versus external wisdom -2 types.
-older does not necessary make you wiser, and aging can decrease wisdom in some.
-wisdom not reserved for the aged. Think of young people with old souls
-wisdom is interaction of cognitive (Gf, Gc), conative, personality and life experiences.



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Resarch bytes: First "g"..now "GFP" (general factor of personality): Real or artifact

A very nice, concise overview of recent research and theoretical discussions of the possibility of a personality g-factor...akin to "g" (general intelligence), as well as the findings of possible "plasticity" and "stability" higher-order factors above the Big 5 personality traits. Double click on image to enlarge.



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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence personality GFP general personality factor Big 5 Big 2

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Research bytes 8-18-2010: Is emotional intelligence (EI) a valid construct distinct from Gc and Gf?

MacCann, C. (2010). Further examination of emotional intelligence as a standard intelligence: A latent variable analysis of fluid intelligence, crystallized intelligence, and emotional intelligence. Personality and Individual Differences, 49(5), 490-496.

 

Abstract

This study tests whether emotional intelligence (EI) is distinct from existing factors of intelligence after controlling for method factors in EI measurement. The relationship between EI, fluid intelligence (Gf), and crystallized intelligence (Gc) latent factors is examined in a sample of Australian undergraduates (N = 207). EI measures are all multiple-choice so as to control for response format, and the study also examines the effect of consensus scoring on the distinction of EI from Gf and Gc. Results show that EI forms a latent factor distinct from Gf and Gc, though strongly related to Gc, and that consensus scoring has only minor effects on the factor structure. EI and Gc factors show similar relationships with big five personality, relating only to Openness. Females tend to score higher on EI, whereas males tend to score higher on Gf and Gc. It is suggested that EI might be considered a different content domain for acquired knowledge than is typically examined by Gc tests, and may have different motivational pathways to development.
Article Outline

1. Introduction

1.1. Summary of hypotheses

2. Method

2.1. Participants
2.2. Materials

2.2.1. Situational Test of Emotional Understanding – short form (STEU)
2.2.2. Situational Test of Emotion Management – short form (STEM)
2.2.3. Blends and Changes test from the MEIS
2.2.4. Vocabulary test
2.2.5. Esoteric analogies
2.2.6. General knowledge
2.2.7. Letter series
2.2.8. Nonsense syllogisms
2.2.9. Letter counting
2.2.10. Five factor model of personality

3. Results

3.1. Reliability and descriptive statistics
3.2. Structural analyses

3.2.1. EFA

3.2.1.1. Intelligence tests scored dichotomously
3.2.1.2. Intelligence tests scored by consensus

3.2.2. CFA

3.2.2.1. Intelligence tests scored dichotomously
3.2.2.2. Intelligence tests scored by consensus

3.2.3. Hierarchical factor analysis

3.3. Personality correlates of Gf, Gc, and EI factors

4. Discussion

4.1. The effect of consensus scoring on factor structure
4.2. Limitations and future directions

5. General conclusion
Acknowledgements
References

Technorati Tags: Psychology, school psychology, developmental psychology, educational psychology, forensic psychology, neuropsychology, special education, intelligence, cognitive abilities, cognition, intelligence theories, CHC theory, CHC, Cattell-Horn-Carroll, intelligence, cognition, IQ, IQ tests, Gf, Gc, EI, emotional intelligence, factor analysis

Fluid IQ (Gf), personality and emotional IQ: Guest post by Walter Howe

This is a guest post by Walter Howe, Director of Psychological Assessments Australia. This is the third time he has guest blogged (click here and here for prior posts that dealt with cognitive load theory and working memory). I would urge others to take up my standing offer to provide guest posts, especially if a reader sees a journal article of interest and doesn't have access to the journal. I can typically secure a PDF copy of most articles and would send them privately to individuals in exchange for a guest blog post about the article. Come one----many of you are dying to read and comment on the blogosphere. I would LOVE to have a number of regular contributors.

DiFabio, R. & Palazzeschi, L. (2009). An in-depth look at scholastic success: Fluid intelligence, personality traits or emotional intelligence? Personality and Individual Differences, 49 (2009) 581 585.

I must confess I am a fan of the construct of emotional intelligence because it bridges the sometimes artificial divide between cognition and affect. It provides a useful framework for understanding the interaction of cognition and affect. Emotions not only influence how we think but also what we think about, which makes them even more powerful than most people would acknowledge.

Di Fabio and Palazzeschi’s study is an attempt to validate emotional intelligence as a predictor of school success (teacher rated GPA). Their sample was drawn from senior high school students (mostly girls) in Tuscany. They examined the influence of fluid intelligence (Gf) (Raven’s Advanced Progressive Matrices); personality (Eysenck Personality Questionnaire – Extraversion; Neuroticism & Psychoticism) and two measures of emotional intelligence, one trait based (BarOn Emotional Quotient Inventory - EQi) and the other ability based (Mayer Salovey Caruso Emotional Intelligence Test - MSCEIT) on school success as measured by GPA.

Their results show that emotional intelligence added incremental validity over both fluid intelligence (Gf) and personality as predictors of school success, especially ability based emotional intelligence, with the skill of managing emotions working the best.

Some studies with adults using different outcome measures, such as business success, have also shown the positive predictive power of ability based emotional intelligence, and of managing emotions.

The work of Mark Brackett at Yale also supports the contention that emotional intelligence can contribute to school academic success. Students who undertook a program he designed, achieved higher grades than those who didn’t. He is currently involved in a large, school district wide training program in the UK.

Many school psychologists are involved in whole school, evidence-based, primary prevention programs, but most of these programs have a mental health focus. Programs based on ability based emotional intelligence theory have the added advantage of also improving school grades, something all us wholeheartedly support. School psychologists might also consider a measure of ability based emotional intelligence, as part of an assessment of academic difficulties. Multi Health Systems (MHS), publishers of the MSCEIT has an adolescent version currently in development.

Technorati Tags: psychology, personality, school psychology, education, educational psychology, neuropsychology, emotional intelligence, EI, IQ, Gf.fluid intelligence, IQs Corner

US state persoanlitys as per the Big 5

A bit off task for the focus of this blog, but an interesting post re: a study describing the personality (as per the Big 5 theory) of US states at the

Map Scroll.Technorati Tags: psychology, educational psychology, school psychology, personality, Big 5, geography

Confidence and IQ test performance: iAbstract

Trying a new mobile blogging feature today-- the iAbstract

Below is an image of most of the abstract from an article in the
latest edition of the Journal of Educational Psychology. I read these
from the Bloglines RSS feed on my iPhone and can immediately capture
the image and then instantly email it to my blog. It saves me a ton of
time and allows me make use of small moments of down time--right now
my morning coffee.

DOUBLE CLICK on image to enlarge. If anyone wants to review the
article in exchange for a guest blog post at IQs Corner, contact me
and I'll get a PDF of the article to you.

Feedback on this feature is welcomed.

Personality assessment in the schools - special journal issue

The current issue of Psychology in the Schools is a special issue devoted to personality assessment in the schools (click here to view listing of articles). The editorial intro article can be viewed here.

Technorati Tags: pscyhology, educational psychology, school psychology, neuropsychology, personality, testing, conative, Psychology in the Schools

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