More than just IQ: A longitudinal examination of self-perceived abilities as predictors of academic performance in a large sample of UK twins

• Published in: Intelligence (Norwood) Vol. 38; no. 4; pp. 385 - 392
• Main Authors: Chamorro-Premuzic, Tomas, Harlaar, Nicole, Greven, Corina U., Plomin, Robert
• Format: Journal Article
• Language: English
• Published: Amsterdam Elsevier Inc 01.07.2010; Elsevier; Elsevier Science Ltd
• Subjects: Academic Ability; Academic Achievement; Biological and medical sciences; Children; Cognitive abilities; Cognitive Ability; Educational psychology; Elementary school students; Foreign Countries; Fundamental and applied biological sciences. Psychology; Intellectual competence; Intelligence; Intelligence Quotient; Longitudinal Studies; Magnitude; Motivation; Predictor Variables; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Pupil and student. Academic achievement and failure; Self Concept; Self Efficacy; Self-assessed intelligence; Self-perceived abilities; Twins; United Kingdom; United Kingdom; Europe; United Kingdom > UK; Academic achievement; Self-perceived abilities; Intelligence; Motivation; Intellectual competence; Self-assessed intelligence; Human; Self evaluation; Cognition; Self perception; Twin; Self-examination; School age; Follow up study; Intellectual ability; Predictive factor; Child; Intelligence quotient
• ISSN: 0160-2896; 1873-7935
• DOI: 10.1016/j.intell.2010.05.002

This paper examines the longitudinal causal relationship between self-perceived abilities (SPA) and academic achievement (Ach) while controlling for cognitive ability (CA). In all, 5957 UK school children were assessed on SPA, Ach and CA at ages 9 and 12. Results indicated that SPA and Ach at age 9 independently affected both SPA and Ach at age 12, even when CA was considered. Moreover the effects of previous Ach on subsequent SPA were of similar magnitude to the effects of prior SPA on subsequent Ach, suggesting that the link between SPA and Ach independent of CA is reflective of both “insight” (children's accounts of their previous performance) and self-efficacy (the self-fulfilling or motivational effects of self-beliefs). Practical and theoretical implications for the study of SPA are discussed.