SMABS 2004 Jena University
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European Association of Methodology

Department of methodology and evaluation research

Jena University

Contributions: Abstract

Statistical assessment of the relationship between cognitive abilities and school achievement

Viktor Gelman
Medical Academy for Postgraduate Studies
Elena Dmitrieva
Russian Academy of Sciences

The application of statistical and data-analytical methods in the assessment of the role of cognitive abilities in learning progress is very important for educational sciences. Linear regression models are widely used for such tasks.It is known that the emotion evoking qualities of a stimulus have a profound impact on academic learning.

The present paper studies the relationship between children's emotions recognition abilities and their academic achievements. The experimental research revealed the psychophysiological features of speech emotional perception. School progress was determined by yearly grades in Russian, foreign language, and mathematics. The results were analyzed with backward stepwise linear regression analysis to reveal the main factors influencing school achievement. Linear regression models were created for each school subject in 3 age groups (7-10, 11-13 and 14-17 years old).

43 variables were considered as independent variables in regression analysis, among which the total accuracy of emotions recognition and the time of reaction, recognition accuracy and reaction time for each emotional valence (negative, positive, or neutral), index of cerebral lateralization etc. The sex of the students and their progress in other school subjects were also included among the studied variables.

The results of the linear regression analysis showed the interconnection of academic achievements with emotion perception to vary depending on age, level of training, and school subject; it revealed sex differences and different cerebral laterality effects. The influence of the abilities for emotion recognition on the academic achievements in the observed school subjects was found to be more pronounced among the 7 to 10-year olds.