Cognitive and personality predictors of school performance from preschool to secondary school: An overarching model.

In this article, existing research investigating how school performance relates to cognitive, self-awareness, language, and personality processes is reviewed. We outline the architecture of the mind, involving a general factor, , that underlies distinct mental processes (i.e.

Mathematics Classroom Assessment: A Framework for Designing Assessment Tasks and Interpreting Students' Responses.

Classroom assessment could contribute substantially to improving students' mathematics learning. The process of classroom assessment involves decisions about how to elicit evidence, how to interpret it, and how to use it for teaching and learning. However, the field still needs to further explore how assessment tasks could guide forthcoming instructional adjustments in the mathematics classroom.

The development of mental processing: efficiency, working memory, and thinking.

This Monograph aims to contribute to the information processing, the differential, and the developmental modeling of the mind, and to work these into an integrated theory. Toward this aim, a longitudinal study is presented that investigates the relations between processing efficiency, working memory, and problem solving from the age of 8 years to to the age of 16 years. The study involved 113 participants, about equally drawn among 8-, 10-, 12-, and 14-year-olds at the first testing; these participants were tested two more times spaced one year apart.

Preservice Teachers' Self-Esteem and Mathematics Achievement.

The purpose of this article is to examine the relationship between preservice teachers' general self-esteem and mathematics achievement through the inclusion of variables that are supported by recent research in psychology and social cognitive theory. A structural equation model is used to examine the paths from mathematics achievement to general self-esteem and vice versa. To this end, the concepts of self-esteem and the relationships between self-esteem and academic achievement are first explained, followed by a description of the baseline model that was used for the analysis of the data.