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Stewart, David W.; Louisa, Valentino – Psychology in the Schools, 1976
Intelligence and academic achievement scores of 180 emotionally disturbed adolescents were related to the personality profiles via a canonical variate analysis. The emotionally disturbed adolescent who is low in ego strength, tense, guilt prone, sensitive, shy, and submissive tended to be more intelligent and demonstrate higher academic…
Descriptors: Academic Achievement, Achievement Tests, Adolescents, Comparative Analysis
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Eaves, Ronald C.; And Others – Psychology in the Schools, 1990
Evaluated ability of Cognitive Levels Test (CLT) to estimate current achievement in mathematics (as measured by KeyMath Revised) and reading (as measured by Woodcock Reading Mastery Tests-Revised) among 38 private elementary and secondary school students. Validity coefficients indicated that CLT scores were moderately to highly correlated with…
Descriptors: Achievement Tests, Adolescents, Children, Cognitive Ability
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Grossman, Fred M.; Johnson, Kathleen M. – Psychology in the Schools, 1982
Investigated capability of WISC-R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores to predict academic achievement as measured by the Wide Range Achievement Test (WRAT). Multivariate multiple regression analysis revealed FD and VC factors predict WRAT reading, spelling, and arithmetic…
Descriptors: Academic Achievement, Achievement Tests, Adolescents, Children