Cognitive Ability, Cognitive Self-Awareness, and School Performance – From Childhood to Adolescence
Description:
This study explored relations between academic performance, cognition, cognitive self-evaluation and self-re- presentation. We examined 408 participants, from 10 to 16 years, by a cognitive battery addressed to several reasoning domains (mathematical, causal, spatial, and social reasoning), self-evaluation of performance in each reasoning domain, and domain-specific and general cognitive self-representation.
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