期刊名称：Drustvena istrazivanja. Journal for General Social Issues
印刷版ISSN：1330-0288
出版年度：2019
卷号：28
期号：3
页码：523-542
DOI：10.5559/di.28.3.08
出版社：Institute of Social Sciences IVO PILAR
摘要： Different characteristics of student school achievement are discussed based on the theoretical model of school competence (DiPerna, Volpe & Elliot, 2002, 2005). The aim of this research was to test the model of school competence in which additionally, as a predictor of school achievement, a measure of student cognitive ability was used. Elementary school students in grades 7-8 (N = 393) from five schools in Zagreb and its surroundings and their teachers (N = 22) participated in this study. The results of structural equation modeling analyses provided support regarding the fit of the model with teacher ratings, explaining 55% variance of student school achievement. Mediation analyses indicated that motivation fully mediated the link between school and social skills and achievement and partially mediated the link between cognitive ability and achievement. An examination of the six predictor variables' overall contributions to current achievement, indicates that motivation and study skills demonstrated large total effects with current achievement, while academic enablers and cognitive ability demonstrated moderate total effects.
关键词：model of school competence; school achievement; motivation; study skills; cognitive ability; structural equation modeling
