Time Management, Fluid Intelligence and Academic Achievement

Ackerman, P. L. (1994). Intelligence, attention, and learning: Maximal and typical performance. In D. K. Detterman (Ed.), Current Topics in Human Intelligence (Vol. 4, pp. 1–27). Ablex Publishing Corporation.

Ackerman, P. L., & Lohman, D. F. (2003). Education and g. In H. Nyborg (Ed.), The Scientific Study of General Intelligence (pp. 275–292). Elsevier. https://doi.org/10.1016/B978-008043793-4/50052-0

Amthauer, R., Brocke, B., Liepmann, D., & Beauducel, A. (2001). Der Intelligenz–Struktur–Test 2000R: Manual [The Intelligence–Structure–Test 2000R: Manual]. Hogrefe.

Google Scholar 

Baddeley, A. (1968). A 3 minute reasoning test based on grammatical transformation. Psychonomic Science, 10, 341–342. https://doi.org/10.3758/BF03331551

Article  Google Scholar 

Blanch, A. (2015). Evaluating fluid and crystallized abilities in the performance of an educational process. Instructional Science, 43(3), 427–442. https://doi.org/10.1007/s11251-015-9345-x

Article  Google Scholar 

Bratfisch, O., & Hagman, E. (2003). Simultankapazität/Multi-Tasking (SIMKAP) Version 24.00: Handanweisung [Simultaneous Capacity/Multi-Tasking (SIMKAP) Release 24.00: Manual]. Schuhfried.

Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405–410. https://doi.org/10.1037/0022-0663.83.3.405

Article  Google Scholar 

Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54(1), 1–22. https://doi.org/10.1037/h0046743

Article  Google Scholar 

Cattell, R. B. (1987). Intelligence: Its structure. North-Holland.

Google Scholar 

Chamorro-Premuzic, T., & Furnham, A. (2006). Self-assessed intelligence and academic performance. Educational Psychology, 26(6), 769–779. https://doi.org/10.1080/01443410500390921

Article  Google Scholar 

Claessens, B. J., Roe, R. A., & Rutte, C. G. (2009). Time management: Logic, effectiveness and challenges. In R. A. Roe, M. J. Waller, & S. R. Clegg (Eds.), Time in organizational research (pp. 23–41). Routledge.

Google Scholar 

Claessens, B. J., Van Eerde, W., Rutte, C. G., & Roe, R. A. (2007). A review of the time management literature. Personnel Review, 36(2), 255–276. https://doi.org/10.1108/00483480710726136

Article  Google Scholar 

Colom, R., & Flores-Mendoza, C. E. (2007). Intelligence predicts scholastic achievement irrespective of SES factors: Evidence from Brazil. Intelligence, 35(3), 243–251. https://doi.org/10.1016/j.intell.2006.07.008

Article  Google Scholar 

Colom, R., Martínez-Molina, A., Shih, P. C., & Santacreu, J. (2010). Intelligence, working memory, and multitasking performance. Intelligence, 38(6), 543–551. https://doi.org/10.1016/j.intell.2010.08.002

Article  Google Scholar 

De la Barrera, M. L., Donolo, D. S., & Rianudo, M. C. (2008). Ritmo de estudio y trayectoria universitaria. [Rhythm of study and university trajectory]. Anales de Psicología, 24(1), 9–15.

Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13–21. https://doi.org/10.1016/j.intell.2006.02.001

Article  Google Scholar 

Descals, A., & Rivas, F. (2002). Capacidades intelectuales y rendimiento escolar de estudiantes de secundaria: constatación de una limitada relación [Intellectual abilities and school performance of secondary school students: ascertainment of a limited relationship]. Revista Galego-Portuguesa de Psicoloxía e Educación, 8, 203–214.

Edwards, A. L. (1957). The social desirability variable in personality assessment and research. The Dryden Press.

Eno, L. (1978). Predicting achievement and the theory of fluid and crystallized intelligence. Psychological Reports, 43(3), 847–852. https://doi.org/10.2466/pr0.1978.43.3.847

Article  Google Scholar 

Furnham, A., Zhang, J., & Chamorro-Premuzic, T. (2005). The relationship between psychometric and self-estimated intelligence, creativity, personality and academic achievement. Imagination, Cognition and Personality, 25(2), 119–145. https://doi.org/10.2190/530V-3M9U-7UQ8-FMBG

Article  Google Scholar 

Horn, J. L. (1965). Fluid and crystallized intelligence: A factor analytic study of the structure among primary mental abilities. [Unpublished dissertation]. University of Illinois.

Horn, J. L., & Cattell, R. B. (1966). Refinement and test of the theory of fluid and crystallized intelligence. Journal of Educational Psychology, 57(5), 253–270. https://doi.org/10.1037/h0023816

Article  PubMed  Google Scholar 

Jensen, A. R. (1980). Bias in mental testing. Free Press.

Google Scholar 

Jex, S. M., & Elacqua, T. C. (1999). Time management as a moderator of relations between stressors and employee strain. Work & Stress, 13(2), 182–191. https://doi.org/10.1080/026783799296138

Article  Google Scholar 

Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics, 20(1), 42–68. https://doi.org/10.4219/jaa-2008-867

Article  Google Scholar 

Koch, C. J., & Kleinmann, M. (2002). A stitch in time saves nine: Behavioural decision-making explanations for time management problems. European Journal of Work and Organizational Psychology, 11(2), 199–217. https://doi.org/10.1080/13594320244000120

Article  Google Scholar 

Konig, C. J., Buhner, M., & Murling, G. (2005). Working memory, fluid intelligence, and attention are predictors of multitasking performance, but polychronicity and extraversion are not. Human Performance, 18(3), 243–266. https://doi.org/10.1207/s15327043hup1803_3

Article  Google Scholar 

Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality and Social Psychology, 86(1), 148–161. https://doi.org/10.1037/0022-3514.86.1.148

Article  PubMed  Google Scholar 

Lakein, A. (1973). How to Get Control of your Time and Life. Nal Penguin Inc.

Macan, T. H. (1994). Time management: Test of a process model. Journal of Applied Psychology, 79(3), 381–391. https://doi.org/10.1037/0021-9010.79.3.381

Article  Google Scholar 

Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760–768. https://doi.org/10.1037/0022-0663.82.4.760

Article  Google Scholar 

McGrew, K. S., & Wendling, B. J. (2010). Cattell–Horn–Carroll cognitive-achievement relations: What we have learned from the past 20 years of research. Psychology in the Schools, 47(7), 651–675. https://doi.org/10.1002/pits.20497

Article  Google Scholar 

Mpofu, E., D’Amico, M., & Cleghorn, A. (1996). Time management practices in an African culture: Correlates with college academic grades. Canadian Journal of Behavioural Science/revue Canadienne Des Sciences Du Comportement, 28(2), 102–112. https://doi.org/10.1037/0008-400X.28.2.102

Article  Google Scholar 

Navas, L., Sampascual, G., & Santed, M. A. (2003). Predicción de las calificaciones de los estudiantes: La capacidad explicativa de la inteligencia general y de la motivación [Predicting students’ grades: The explanatory capacity of general intelligence and motivation]. Revista de Psicología General y Aplicada, 56(2), 225–237.

Ortner, T. M., & Proyer, R. T. (2015). Objective personality tests. In T. M. Ortner & F. J. R. Van de Vijver (Eds.), Behavior-Based Assessment in Psychology (pp. 133–149). Hogrefe. https://doi.org/10.1016/j.paid.2008.01.001

Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189–236. https://doi.org/10.1037/bul0000182

Article  PubMed  Google Scholar 

Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024

Article  Google Scholar 

Primi, R., Ferrão, M. E., & Almeida, L. S. (2010). Fluid intelligence as a predictor of learning: A longitudinal multilevel approach applied to math. Learning and Individual Differences, 20(5), 446–451. https://doi.org/10.1016/j.lindif.2010.05.001

Article  Google Scholar 

Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven’s Progressive Matrices and Vocabulary Scales: Section 4. The Advanced Progressive Matrices. Harcourt Assessment.

Redick, T. S., Shipstead, Z., Meier, M. E., Montroy, J. J., Hicks, K. L., Unsworth, N., & Engle, R. W. (2016). Cognitive predictors of a common multitasking ability: Contributions from working memory, attention control, and fluid intelligence. Journal of Experimental Psychology: General, 145(11), 1473–1492. https://doi.org/10.1037/xge0000219.

Ren, X., Schweizer, K., Wang, T., & Xu, F. (2015). The prediction of students’ academic performance with fluid intelligence in giving special consideration to the contribution of learning. Advances in Cognitive Psychology, 11(3), 97–105. https://doi.org/10.5709/acp-0175-z

Romero, M., Juola, J. F., Casadevante, C., Hernández, J. M., & Santacreu, J. (2021). Are mastery-oriented college students better time managers? Trends in Psychology, 30, 384–399. https://doi.org/10.1007/s43076-021-00096-w

Article  Google Scholar 

Rubio, V. J., & Santacreu, J. (2003). TRASI. TEA Ediciones.

Google Scholar 

Santacreu, J., Rubio, V. J., \& Hernández, J. M. (2006). The objective assessment of personality: Cattells's T-data revisited and more. Psychology Science, 48(1), 53–68.

Thorsen, C., Gustafsson, J. E., & Cliffordson, C. (2014). The influence of fluid and crystallized intelligence on the development of knowledge and skills. British Journal of Educational Psychology, 84(4), 556–570. https://doi.org/10.1111/bjep.12041

Article  PubMed  Google Scholar 

Umerenkova, A. G., & Flores, J. G. (2018). Gestión del tiempo en alumnado universitario con diferentes niveles de rendimiento académico. [Time management in university students with different levels of academic performance]. Educação e Pesquisa, 44, e157900–e157900. https://doi.org/10.1590/s1678-4634201708157900

Article  Google Scholar 

Voelkle, M. C., Wittmann, W. W., & Ackerman, P. L. (2006). Abilities and skill acquisition: A latent growth curve approach. Learning and Individual Differences, 16(4), 303–319. https://doi.org/10.1016/j.lindif.2006.01.001

Article  Google Scholar 

Watkins, M. W., Lei, P. W., & Canivez, G. L. (2007). Psychometric intelligence and achievement: A cross-lagged panel analysis. Intelligence, 35(1), 59–68. https://doi.org/10.1016/j.intell.2006.04.005

Article  Google Scholar 

Wonderlic, E. (1992). The Wonderlic Personnel Test. Wonderlic Inc.

留言 (0)

沒有登入
gif