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The present study examined the mediating role of fluid intelligence between
working memory (WM) and academic achievement and tested the invariance of
this model across gender in a random sample of university students (N = 560, 228
boys & 332 girls). Heart and Flower task (Diamond, 2013) and Raven’s Standard
Progressive MatricesTM Plus (Raven, 1998) were used to operationalize WM and
fluid intelligence, respectively. Academic achievement was operationalized through
CGPAs of students. Findings of the path analysis suggested that fluid intelligence
mediated between WM and CGPA. Test of the model invariance indicated that
fluid intelligence was a stronger predictor of academic achievement for boys as
compared to the girls, which suggested that the indirect effect of WM on academic
achievement through fluid intelligence was stronger for boys. Significant gender
differences were observed as girls’ mean scores on WM and academic achievement
were higher than those of the boys
Sadia Niazi, Adnan Adil. (2021) Mediating Role of Fluid Intelligence Between Working Memory and Academic Achievement of University Undergraduates: Does Gender Matter?, Journal of Education and Educational Development, Volume 8, Issue 2.
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