Bilalić, Merim and Đokić, Ratko and Koso Drljević, Maida and Đapo, Nermin and Pollet, Thomas (2022) When (deliberate) practice is not enough – the role of intelligence, practice, and knowledge in academic performance. Current Psychology. ISSN 1046-1310 (Print), 1936-4733 (Online)
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Abstract
IN ENGLISH: It is well established that academic performance (AP) depends on a number of factors, such as intellectual capacities, practice, and previous knowledge. We know little about how these factors interact as they are rarely measured simultaneously. Here we present mediated-Factors of Academic Performance (m-FAP) model, which simultaneously assesses direct and indirect, mediated, effects on AP. In a semester-long study with 118 first-year college students, we show that intelligence and working memory only indirectly influenced AP on a familiar, less challenging college course (Introduction to Psychology). Their influence was mediated through previous knowledge and self-regulated learning activities akin to deliberate practice. In a novel and more challenging course (Statistics in Psychology), intellectual capacities influenced performance both directly and indirectly through previous knowledge. The influence of deliberate practice, however, was considerably weaker in the novel course. The amount of time and effort that the students spent on the more difficult course could not offset the advantage of their more intelligent and more knowledgeable peers. The m–FAP model explains previous contradictory results by providing a framework for understanding the extent and limitations of individual factors in AP, which depend not only on each other, but also on the learning context. --------------- IN CROATIAN: Dobro je poznato da akademsko postignuće (AP) ovisi o brojnim faktorima, kao što su intelektualni kapaciteti, vježba i prethodno znanje. Ti su faktori, međutim, rijetko mjereni istovremeno i stoga o njihovim interakcijama još uvijek ne znamo puno. Ovdje predstavljamo model posredovanih faktora akademskog postignuća (m-FAP), koji istovremeno procjenjuje direktne i indirektne, posredovane, efekte na AP. U studiji trajanja jednog semestra sa 118 brucoša pokazali smo da su inteligencija i radno pamćenje samo indirektno utjecali na AP na studentima bliskom, manje izazovnom akademskom kolegiju (Uvod u psihologiju). Njihov utjecaj bio je posredovan prethodnim znanjem i samoreguliranim aktivnostima učenja nalik osmišljenoj vježbi. U manje poznatom i zahtjevnijem kolegiju (Statistika u psihologiji), intelektualni kapaciteti su utjecali na postignuće i izravno, ali i neizravno, kroz prethodno znanje. Utjecaj osmišljene vježbe, međutim, bio je znatno slabiji u zahtjevnijem kolegiju. Količina vremena i truda koju su studenti utrošili na teži kolegij nije mogla kompenzirati prednosti viših razina inteligencije i prethodnog znanja. m–FAP model objašnjava prethodne kontradiktorne rezultate definiranjem okvira za razumijevanje opsega i ograničenja pojedinačnih faktora u AP, koji ne ovise samo jedan od drugog, već i od konteksta učenja.
| Item Type: | Article |
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| Additional Information: | Language: English. - Title in Croatian: Kada (osmišljena) vježba nije dovoljna: uloga inteligencije, vježbe i znanja u akademskom postignuću. |
| Uncontrolled Keywords: | Academic performance, intelligence, working memory, deliberate practice, knowledge, (Bayesian) conditional process analysis (akademsko postignuće, inteligencija, radno pamćenje, osmišljena vježba, samoregulirano učenje, (Bayesian) conditional process analysis) |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology |
| Depositing User: | Karolina |
| Date Deposited: | 12 Jul 2022 18:13 |
| Last Modified: | 12 Jul 2022 18:13 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/1024 |
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