Predicting academic achievement with the Differential Aptitude and the Primary Mental Ability Tests.

1955 ◽  
Vol 39 (2) ◽  
pp. 115-118 ◽  
Author(s):  
William D. Wolking
Keyword(s):  
Academic Achievement ◽  
Mental Ability ◽  
Ability Tests

Performance on Tests of Power and Speed as Related to Age among Male Job Applicants

1979 ◽  
Vol 9 (3) ◽  
pp. 255-261 ◽  
Author(s):  
Fred J. Thumin
Keyword(s):  
Test Performance ◽  
Reading Speed ◽  
Age Groups ◽  
Job Applicants ◽  
Mental Ability ◽  
Older Individuals ◽  
Verbal Comprehension ◽  
Ability Tests ◽  
Aging Worker ◽  
Comprehension Tests

A number of ability tests were administered to 187 male job applicants ranging in age from twenty to fifty-three years. When test-performance was compared across age groups, no significant differences were found on tests of mental ability, numerical ability, reading speed and comprehension, and mechanical comprehension. On one of two verbal comprehension tests, scores increased significantly as a function of age. Moreover, the older individuals were not penalized in any way by tests which emphasized speed as opposed to power. The findings were discussed in connection with the generally negative stereotype of the aging worker.

The Use of Otis-Lennon Mental Ability Tests, Advanced Level, in Iran

1972 ◽  
Vol 82 (2) ◽  
pp. 307-312
Author(s):  
A. A. Hosseini ◽  
A. A. Razavieh ◽  
A. H. Mehryar
Keyword(s):  
Mental Ability ◽  
Advanced Level ◽  
Ability Tests

scholarly journals A STUDY OF TEACHING APTITUDE OF PROSPECTIVE TEACHERS IN RELATION TO SEX, INTELLIGENCE AND ACADEMIC ACHIEVEMENT

2018 ◽  
Vol 5 (43) ◽  
Author(s):  
J. D. Singh ◽  
Satinder Kaur
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Interaction Effect ◽  
Survey Method ◽  
Statistical Techniques ◽  
Mental Ability ◽  
Five Dimensions ◽  
Professional Interest ◽  
Significant Difference ◽  
Descriptive Survey

The present study has been done to investigate the study of teaching Aptitude of Prospective teachers in relation to Sex, Intelligence and Academic Achievement of Malwa region in Punjab. Descriptive Survey Method of research has been used. The study was conducted over a random sample of 600 prospective teachers (300 males and 300 females). Teaching Aptitude Test Battery by R.P. Singh and S.N. Sharma was used. The tool consists of the following five dimensions: Mental ability, Attitude towards children, Adaptability, Professional information and Professional interest. Raven’s standard Progressive Matrices Scale by J.C. Raven was used. Academic Achievement has taken in reference of marks obtained by student teacher in B.A/ B.Sc/B.Com examination. Statistical techniques used for the study were Mean, SD, t-test and ANOVA used for analysis and interpretation of data. The result reveals that there is no significant difference in teaching aptitude of prospective teachers in relation to interaction effect of academic and intelligence.

scholarly journals General Intelligence: An Analysis of the Saudi Students’ General Mental Ability and Elementary Cognitive Task Performance

2021 ◽  
Vol 13 (4) ◽  
pp. 75
Author(s):  
Hesham Hanafy Alasali
Keyword(s):  
Cognitive Performance ◽  
Cognitive Task ◽  
Mental Ability ◽  
General Intelligence ◽  
G Factor ◽  
General Mental Ability ◽  
Saudi Students ◽  
Study Results ◽  
Ability Tests ◽  
Elementary Cognitive Tasks

Previous studies on human intelligence has revealed that varied factors influence cognitive performance, and some studies have hypothesized the presence of “general intelligence” (g factor) that is responsible for intelligence. However, most studies have been centered on Western cultures. This study thus examines the Saudi students and the g factor hypothesis. A group of Saudi college students participated in a battery of general mental ability tests and elementary cognitive tasks and were assessed for the influence of various factors on cognitive performance. The study results revealed an increase in the average of Saudi students’ intelligence compared to the results of the previous studies, but it did not yield a g factor.

Relationship between Accuracy in Ability Perception, Academic Performance, and Metacognitive Skills among Engineering Undergraduates

2012 ◽  
pp. 364-377
Author(s):  
Azlina Mohd Kosnin ◽  
Mohd Fadzil Daud
Keyword(s):  
Academic Achievement ◽  
Cognitive Ability ◽  
Teaching And Learning ◽  
Self Report ◽  
Accurate Estimation ◽  
Metacognitive Skills ◽  
Cross Sectional ◽  
Ability Tests ◽  
Accurate Perception ◽  
Engineering Undergraduates

A quantitative study using cross-sectional descriptive research design was conducted to investigate engineering undergraduates’ accuracy in perception of cognitive ability and its relationship with academic achievement and metacognitive skills. A total of 465 second year UTM students from an engineering degree programme were involved in the study. Results of their cognitive ability tests were compared to responses from self-report assessments of matched domains of ability. The discrepancy between tested and self-reported responses was then compared to academic achievement and metacognitive skills. Results indicate that high achievers are more accurate in their perception of their ability compared to students with lower level of achievement. Similar patterns were observed for metacognitive skills where undergraduates with the most accurate perception of ability show the highest level of metacognitive skills. Results also show significant positive correlation between metacognitive skills and academic achievement. Accuracy of one’s perception of ability may have something to do with the ability to think about thinking (metacognition). Findings from this study would not only provide evidence regarding the role of metacognition in influencing perception of ability and the possible outcome on academic achievement, but more importantly, such information can have an impact on the process of teaching and learning as well as academic advising. Steps in helping students to increase their metacognitive skills and gain more accurate estimation of their ability are suggested.

Sex-specific Differential Prediction of Academic Achievement by German Ability Tests

2013 ◽  
Vol 21 (1) ◽  
pp. 130-134 ◽  
Author(s):  
Johannes Schult ◽  
Benedikt Hell ◽  
Katja Päßler ◽  
Heinz Schuler
Keyword(s):  
Academic Achievement ◽  
Differential Prediction ◽  
Ability Tests
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