In each of our analyses we sought to examine the unique effects of parental behaviors on children's academic ability by controlling for individual differences in known
correlates of academic ability such as early measures of verbal ability, general cognitive ability, and parental education.
Not exact matches
The pervasive associations found between breastfeeding and measures
of cognitive
ability and
academic achievement were, in part, explained by the fact that the outcomes described in Table 1 were all significantly
correlated.
New Ph.D. researchers with «stronger
academic ability,» as indicated by having received university support in the form
of a fellowship or assistantship or by having at least one parent with a college degree (which, especially in poor or middle - income countries, places the family among an educated class that is much smaller than in a rich country) are likelier to stay than those who lack these presumed
correlates of academic strength.
The finding that happiness is positively
correlated with GPA is significant, Hinton notes, because GPA provides a broader picture
of academic achievement than standardized test scores, encompassing multiple types
of abilities and the influence
of social dynamics.
Although
academic achievement and cognitive
ability measurements are highly
correlated, they differ in source
of information.
The
ability to delay immediate gratification has been
correlated with students»
academic performance in secondary school and has been found to be a greater predictor
of academic performance than IQ.
Academic ability was weakly
correlated with each aspect
of parental behavior: Negative parent - child interaction, pr (100) = − 0.19, p = 0.05; parental scaffolding, pr (100) = 0.17, p = 0.09; the HLE, pr (100) = 0.27, p = 0.005.