scholarly journals Processing the Word Red and Intellectual Performance: Four Replication Attempts

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Timo Gnambs ◽  
Carrie Kovacs ◽  
Barbara Stiglbauer
Keyword(s):  
High School ◽  
High School Students ◽  
Test Scores ◽  
Cognitive Test ◽  
General Knowledge ◽  
School Students ◽  
Knowledge Test ◽  
Intellectual Performance ◽  
Color Effect ◽  
Red Color

Colors convey meaning and can impair intellectual performance in achievement situations. Even the processing of color words can exert similar detrimental effects. In four experiments, we tried to replicate previous findings regarding the processing of the word “red” (as compared to a control color) on cognitive test scores. Experiments 1 and 2 (Ns = 69 and 104) are direct replications of Lichtenfeld, Maier, Elliot, and Pekrun (2009). Both experiments failed to uncover a red color effect on verbal reasoning scores among high school students and undergraduates (Cohen’s d = 0.04 and –0.23). Experiments 3 and 4 (N = 103 and 1,149) failed to identify an effect of processing red on general knowledge test scores (Cohen’sd = 0.19) and 0.01) among undergraduates and adults. Together, these results do not corroborate the assumption that processing the word red impairs intellectual performance.

scholarly journals Processing the Word Red and Intellectual Performance: Four Replication Attempts

2019 ◽  
Author(s):  
Timo Gnambs ◽  
Carrie Kovacs ◽  
Barbara Stiglbauer
Keyword(s):  
High School Students ◽  
Test Scores ◽  
Cognitive Test ◽  
General Knowledge ◽  
School Students ◽  
Knowledge Test ◽  
Intellectual Performance ◽  
Cohen’S D ◽  
Red Color ◽  
Cohen's D

Colors convey meaning and can impair intellectual performance in achievement situations. Even the processing of color words can exert similar detrimental effects. In four experiments, we tried to replicate previous findings regarding the processing of the word “red” (as compared to a control color) on cognitive test scores. Experiments 1 and 2 (Ns = 69 and 104) are direct replications of Lichtenfeld, Maier, Elliot, and Pekrun (2009). Both experiments failed to uncover a red color effect on verbal reasoning scores among high school students and undergraduates (Cohen’s d = 0.04 and -0.23). Experiments 3 and 4 (N = 103 and 1,149) failed to identify an effect of processing red on general knowledge test scores (Cohen’s d = 0.19) and 0.01) among undergraduates and adults. Together, these results do not corroborate the assumption that processing red impairs intellectual performance.

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

Self-Esteem, Alcoholism, Sensation Seeking, GPA, and Differential Aptitude Test Scores of High School Students in an Honor Society

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1147-1150 ◽  
Author(s):  
Karla Baker ◽  
Joe Beer ◽  
John Beer
Keyword(s):  
High School ◽  
High School Students ◽  
Test Scores ◽  
Sensation Seeking ◽  
Self Esteem ◽  
Aptitude Test ◽  
School Students ◽  
Numerical Reasoning ◽  
Sensation Seeking Scale ◽  
Honor Society

29 high school students (10 boys, 19 girls), members of an honor society from a rural north central Kansas school district, were administered the MacAndrew Alcohol Scale, the Coopersmith Self-esteem Inventory—School Form, and the Sensation Seeking Scale (Form V). Their GPAs and the Differential Aptitude Test scores (verbal reasoning, numerical reasoning, verbal plus numerical reasoning) were collected from their school files. Although ranges were restricted, this group's scores fell within normal levels on these measures. Boys scored higher on the MacAndrew scale, verbal plus numerical reasoning, and sensation seeking than girls. The seniors and juniors scored higher on sensation seeking than the sophomores. Correlations among scores were of low magnitude and likely reflected social pressures on this small scholastically able group.

scholarly journals Academic Outcomes of High School Students in Northern Ghana: The Mediator Role of Locus of Control

2020 ◽  
Vol 10 (1) ◽  
pp. 117
Author(s):  
Ziblim Abukari ◽  
Mohammed Adams Mashoud ◽  
Alhassan Baba Andani
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Academic Outcomes ◽  
Test Scores ◽  
Control Beliefs ◽  
External Locus ◽  
School Students ◽  
Internal Locus ◽  
Internal Locus Of Control

The purpose of this quantitative study was to investigate the relationship between academic outcomes and locus control beliefs among high school students in the Northern Region of Ghana.  Using survey methods and multivariate analyses, the results found relatively higher scores in external locus of control beliefs than internal locus of control beliefs among the study participants. External locus of control was inversely related to test scores, and no relationship was found between internal locus of control beliefs and test scores. The results also found significant differences in locus of control beliefs between rural and urban high school students, with urban students reporting higher internal locus of control beliefs than their rural counterparts. Implications for educational policy and practice are discussed.

scholarly journals L2 reading–writing correlation in Japanese EFL high school students

2011 ◽  
Vol 35 (5) ◽  
pp. 23 ◽  
Author(s):  
Fumihiko Ito
Keyword(s):  
High School ◽  
High School Students ◽  
Test Scores ◽  
Reading Scores ◽  
Coefficient Of Determination ◽  
School Students ◽  
L2 Reading ◽  
Reading And Writing ◽  
Writing Test ◽  
English Reading

This study examines the relationship between English reading and writing skills in Japanese high school students, based on reading and writing test scores gathered in 2006. The participants were 68 native Japanese high school students learning English as a Foreign Language (EFL). The correlation between L2 reading and writing test scores is statistically significant (r = .45), and the coefficient of determination is .2025 with L2 reading scores explaining approximately one-fifth (20.25%) of the total variance of L2 writing scores. These results imply some effect of L2 readings skills on the quality of L2 composition in Japanese EFL high school students. 本研究は、2006年に実施した英語読解試験と英語作文試験のデータを基に、英語読解力と英語作文力の相関関係を調査したものである。被験者は、英語を外国語として学習している高等学校3年生であった。両試験得点間には有意な相関関係(r = .45)が認められた。さらに、重回帰分析を行ったところ、読解試験得点が作文試験得点に及ぼしている説明力の割合は20.25 %であった。実験結果は、第一外国語として英語を学習している日本人高校生の英語読解力は、英語作文力に対し、ある一定の影響を与えているということを示唆している。

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