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Cross-cultural Analysis of Models of the Relationship between the Cognitive Abilities and Academic Achievement in Primary School Educationстатья
Информация о цитировании статьи получена из
Scopus
Статья опубликована в журнале из списка Web of Science и/или Scopus
Дата последнего поиска статьи во внешних источниках: 4 марта 2022 г.
- Авторы: Tikhomirova T., Malykh A., Lysenkova I., Malykh S.
- Журнал: Psychology in Russia: State of the Art
- Том: 14
- Номер: 4
- Год издания: 2021
- Первая страница: 94
- Последняя страница: 110
- DOI: 10.11621/pir.2021.0407
- Аннотация: Background. The cognitive predictors of academic achievement are associated both with basic cognitive abilities – the information processing speed, number sense and visuospatial working memory, and with general ability – nonverbal intelligence. However, the ratio between cognitive development and the school achievement can depends on the sociocultural conditions.Objective. The results of a cross-cultural analysis of the relationship between cognitive development and academic achievement during primary education are presented. These relationships were conducted using samples of schoolchildren from Russia and Kyrgyzstan, two countries that have a similar organization of the national education system but differ in the level of socioeconomic development.Design. The study involved 732 schoolchildren aged 7.7 to 11.8 years studying in Russia and Kyrgyzstan. Information processing speed, visuospatial working memory, and number sense were assessed using "Choice reaction time", "Corsi block-tapping test" and "Number sense" computerized tests respectively. Results. According to the results, the model where information processing speed, a basic cognitive ability, is a key predictor of nonverbal intelligence, working memory, and number sense, which in turn contribute to individual differences in academic achievement, best fits empirical data in both samples. Along with the universality of this model, cross-cultural differences in the relationship were revealed, the essence of which boils down to a reduction of schoolchildren' cognitive abilities impact on their academic achievements in less favorable educational conditions.Conclusion. In the relationship between cognitive abilities and academic success at primary school education, both similarities and differences between schoolchildren studying in Russia and Kyrgyzstan were found.
- Добавил в систему: Малых Артем Сергеевич