Gender, reasoning ability, and scholastic achievement: A multilevel mediation analysis

Effects of a ‘Learn to Think’ intervention programme on primary school students

“…The findings from this study fitted well with Adey and Shayer's (1994) findings suggesting that an educational intervention rooted in well‐established theories of cognitive development can have long‐term and replicable effects on young adolescents’ academic achievement. An explanation for the findings could be as follows: firstly, thinking is one of the most important influence factors on academic achievement, and some previous researches showed that reasoning ability (Kuhn & Holling, 2009; Marjoribanks, 1976) and spatial ability (Casey, Pezaris, & Nuttal, 1992) were important for predicting academic achievement. LTT influences students’ thinking ability directly through teaching students thinking methods, while the development of the thinking ability lays a solid foundation for the improvement of the students’ academic achievement.…”

Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

“…Rather, they tend to differ along many dimensions that are important for learning, including prior scholastic achievement (Kuhn and Holling 2009), level of academic self-efficacy (Bandura 1997, 2012a), availability of positive role models (Carrington et al . 2008), interest in learning (Maurer et al .…”

Scientific Reasoning, School Achievement and Gender: a Multilevel Study of between and within School Effects in Finland

“…Gibb, Fergusson, & Horwood, 2008;Kuhn & Holling, 2009), although exceptions have been reported, for example in physics (Deary, Strand, Smith, & Fernandes, 2007). However, Hattie's (2009) 41 metaanalyses show that the effect of gender is weak-when found at all, it is minor indeed.…”