ScholarWorks@숙명여자대학교

초록

To identify the relationship of learners’ psychological characteristics and academic performance is one of the important subjects in educational psychology. In the past the relation of cognitive character like intelligence and academic performance was studied mainly, nowadays in identifying elation of academic performance to integrate cognitive characteristic and noncognitive characteristics is becoming main stream. So the purpose of this study is to build relational structure of fluid intelligence, crystallized intelligence, personality and academic performance based on Intellectual competence model and to verify this model empirically. and if there’s a sex differences. The subjects are 366 first grade high school students in Seoul (174 male and 192 female) and structural equation modeling analysis was conducted. The results are like below. First, established structural relationship model in this study is reported satisfactory generally. Second, fluid intelligence mediates between sex and self-assessed intelligence. Also conscientiousness and crystallized intelligence respectively mediate partially in the affects of fluid intelligence on academic performance. Third, significant sex difference exists in fluid intelligence and neuroticism but no sex difference in self-assessed intelligence. Finally, structural relationship of cognitive and non-cognitive factors affecting on academic performance was discussed theoretically and practically. Also this study provides limitations in measuring self-assessed intelligence and openness to experience factor.

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