Stability and Change in Academic Achievement Goals: A Meta-Analysis of Longitudinal Studies Vsevolod Scherrer, Maria Jalynskij, Andrew J. Elliot, Jasmin L. Becker, and Franzis Preckel Abstract Stability and change in students' achievement goals (AGs) are of great relevance for educational research and practice. In two separate meta-analyses, we investigated the rank-order stability (93 studies, 569 effect sizes, 54,736 students), as well as the mean-level change (157 studies, 1,170 effect sizes, 81,464 students) in AGs throughout students' academic careers (K-12 to university). We found that ..read more

Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence? Jacqueline M. Caemmerer, Stephanie Ruth Young, Danika Maddocks, Natalie R. Charamut,and Eunice Blemahdoo, Abstract In order to make appropriate educational recommendations, psychologists must understand how cognitive test scores influence specific academic outcomes for students of different ability levels. We used data from the WISC-V and WIAT-III (N = 181) to examine which WISC-V Index scores predicted children's specific and broad academic skills and if cognitive-achie ..read more

https://fb.watch/qeEcQRDcMn/ Pardon typos and spelling errors-sent from iPhone ***************************************** Kevin S. McGrew, PhD Educational & School Psychologist Director Institute for Applied Psychometrics (IAP) https://www.themindhub.com ..read more

Created and shared using Scanner Pro. Get the app ****************************************** Kevin S. McGrew, PhD Educational & School Psychologist Director Institute for Applied Psychometrics (IAP) https://www.themindhub.com ..read more

 Is there a Flynn effect for attention? Cross-temporal meta-analytical evidence for better test performance (1990–2021) - ScienceDirect  https://www.sciencedirect.com/science/article/pii/S0191886923003409?via%3Dihub Generational IQ test score changes (i.e., the Flynn effect) have been observed for most measures of cognitive ability, although certain cognitive domains appear to be less affected by this effect than others. IQ test score changes have been found to differ between domains, but evidence of Flynn effects for specific IQ-related abilities is sparse. In the present cross-tem ..read more

****************************************** Kevin S. McGrew, PhD Educational & School Psychologist Director Institute for Applied Psychometrics (IAP) https://www.themindhub.com ****************************************** ---------- Forwarded message ---------- From: Neha Anand <customercare@gotowebinar.com> Date: Aug 1, 2023 at 8:39 AM -0500 To: iqmcgrew@gmail.com Cc: neha.anand@riversideinsights.com Subject: You're a panelist for Evalu8 - Clinical Customer Conference Day 5 Evalu8 - Clinical Customer Conference Day 5 Fri, Aug 11, 2023 11:00 AM - 1:00 PM CDT ..read more

This is a major factor in why my three blogs are now largely dormant of new creative content from me, and instead, serve as quick FYI posts.  Blogging was great for a while, but one must move with the times.  Perhaps, someday, I'll try TikTok.  Young people are abandoning news websites – new research reveals scale of challenge to media  https://flip.it/rtzoEZ ****************************************** Kevin S. McGrew, PhD Educational & School Psychologist Director Institute for Applied Psychometrics (IAP) https://www.themindhub.com ..read more

https://www.semanticscholar.org/paper/What-is-intelligence%3A-Conceptualising-a-paradigm-to-Agrawal-Vardhan/4ac6a83fe3a3c4c4930d826a0cca4586a92bd2fa?utm_source=alert_email&utm_content=LibraryFolder&utm_campaign=AlertEmails_DAILY&utm_term=LibraryFolder&email_index=0-0-0&utm_medium=16834492 What is intelligence?: Conceptualising a psycho-physiological paradigm to identify and assess domains of intelligence Megha Agrawal, Gyan Vardhan Published 1 May 2023 Psychology Physiology Background: Even after years of debate, "intelligence" seems to be an obscure concept w ..read more

 The 21st century engram - Robins - WIREs Cognitive Science - Wiley Online Library  https://wires.onlinelibrary.wiley.com/doi/10.1002/wcs.1653 Socioeconomic status (SES) is associated with children's brain and behavioral development. Several theories propose that early experiences of adversity or low SES can alter the pace of neurodevelopment during childhood and adolescence. These theories make contrasting predictions about whether adverse experiences and low SES are associated with accelerated or delayed neurodevelopment. We contextualize these predictions within the context of no ..read more

 Childhood socioeconomic status and the pace of structural neurodevelopment: accelerated, delayed, or simply different?: Trends in Cognitive Sciences  https://www.cell.com/trends/cognitive-sciences/fulltext/S1364-6613(23)00073-6?_returnURL=https%3A%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii%2FS1364661323000736%3Fshowall%3Dtrue Socioeconomic status (SES) is associated with children's brain and behavioral development. Several theories propose that early experiences of adversity or low SES can alter the pace of neurodevelopment during childhood and adolescence. These theories make c ..read more