SULASTRI, AUGUSTINA

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Similarity ReportPAPER NAMEFull-article (Augustina Sulastri_Psikologi UNIKA _ Cognitive Ability - Parents Education - Gender &WORD COUNT1531 WordsCHARACTER COUNT9218 CharactersPAGE COUNT7 PagesFILE SIZE42.8KBSUBMISSION DATEMar 17, 2023 8:26 AM GMT+7REPORT DATEMar 17, 2023 8:26 AM GMT+710% Overall SimilarityThe combined total of all matches, including overlapping sources, for each database.8% Internet database 4% Publications databaseCrossref database Crossref Posted Content database7% Submitted Works databaseExcluded from Similarity ReportBibliographic material Quoted materialCited material Small Matches (Less then 10 words)Manually excluded sources Manually excluded text blocksSummary1Cognitive ability, levels of parent’s education, gender-based differences andacademic achievement among students of elementary school in Semarang,Central JavaAugustina SulastriDepartment of Educational PsychologyFaculty of PsychologySoegijapranata Catholic Universitye-mail address: ag.sulastri@unika.ac.idABSTRACTThe current research aimed at tapping correlations between cognitive ability,levels of parents’ educational background, gender-based differences and academicachievement among students of elementary schools in Semarang. Participantswere 114 students from three elementary state schools in Semarang, 56 (49.1%)were girls, and 58 (50,9%) were boys. Cognitive ability were assessed using astandardized intelligence testing, CFIT, levels of parents’ educational backgroundwere derived based on a self-report demographic inventory, and academicachievement were based on the academic report derived from academic records ofeach school. We used product moment correlations, t-test analysis and varianceanalysis to analyse the data of the current study. Results of the data analysisshowed that cognitive ability was positively and signitificantly related withacademic achievement (r = .34, p < .01), with no difference between girls andboys on cognitive ability (t(112) = -1.045; p > .05). Albeit the result showing thatthere was no gender-based difference on cognitive ability (t(112) = -1.045; p >.05), however, we found an interesting finding in which girls (M = 79, 37; SD =5.84) outperformed boys (M = 73,32; SD = 4,49) on academic achievement.Moreover, results based on variance analysis showing that levels of fathers’education correlated nearly significant (or significant at p< .10) to academicachievement among these students (F = 2.246, p = .56 / p < .10). Discussion andimplications of the study were discussed.Keywords: cognitive ability, levels of parents education, gender-based differenceacademic achievement, elementary school students, Semarang2221. IntroductionAcademic achievement has been widely associated with intelligence(Deary, Strand, Smith, & Fernandes, 2007; Kuncel, Hezlett, & Ones, 2001). Intheir impressive 5-year longitudinal study of over 70,000 British school children,Deary et al. obtained correlations of .69 between a standardised cognitive abilitiestest (CAT) and total grade GCSE (General Certificate of Secondary Education),and .72 between CAT scores and students’ ‘‘Best 8” exam scores. Cognitiveability tests, especially intelligence quotient (IQ), have been shown to predict anumber of students’ outcomes, such as academic performance and grades(Leeson, Ciarrochi, & Heaven , 2008; Woolfolk, 2004).Cognitive ability tests were intended, initially, to develop a method ofidentifying those students unlikely to benefit from regular school instruction andtherefore in need of special educational services (Floyd, 2010; Woolfolk, 2004).Cognitive ability tests also allowed school psychologist to make normative anddevelopmental comparisons by situating a child’s total score within thedistribution of those expected based on ageIn the Indonesian context, cognitive ability testing is, mostly, a privilige ofrich private schools or some very good, favorite state-owned schools. Thegovernment doesn’t see the importance of cognitive testings, therefore,psychological testings, include cognitive ability testings, have not yet the primarypolicy to be conducted in the educational settings. In fact, many primary schoolstudents coming from underprivileged or low socioeconomic background went to133state-owned schools with poor facilities/resources in Semarang City. Therefore,these schools could not afford to undertake cognitive ability testings.Research has shown that socioeconomic status which includes familyincome, parents’ educational background, and occupation is associated with someaspects of children’s life, including cognitive outcomes (Bradley & Corwyn,2002). Furthermore, research has shown that children with underprivilegedbackground are at higher risk of having some developmental problems due to lackof resources, i.e. health care. Turkheimer, Haley, Waldron, D’Onofrio, andGottesman’s (2003) study revealed an intriguing finding in which they found that60% of the variance in an IQ score was effected by the shared environmentsuggesting that socioeconomic status of children’s parent strongly predictedchildren’s IQ.It is, therefore, important to assess the impact of cognitive factor onacademic performance among students coming from underprivileged background.Secondary purpose of the current study was to assess the impact of the educationalbackground of the parents because educational attainment may serve a proxy ofcognitive ability (Berry, Gruys, & Sackett, 2006). Demographic variable thatappears to discriminate students’ academic achievement is gender. There is anincreasing evidence that female consistently tend to outperform its malecounterparts on academic achievement (Leeson et al., 2008; Sulastri, Handoko, &Janssens, 2015).456742. MethodSample. Participants were 114 students from three elementary state-ownedschools in Semarang, 56 (49.1%) were girls, and 58 (50,9%) were boys.Cognitive ability. A standardized cognitive ability testing were conductedto assess the cognitive ability of these students. The standardized test was CFIT(Culture Fair Intelligence Test). We chose CFIT to retain the fairness of the IQscores considering the underprivileged background of the students.Academic performance. Data about the students’ academic performanceprovided by each school’s administrative staff, comprising of students’ academicreports.Demographic variables. Parents of these students filled out a self-reportdemographic questionnaire after giving consent to participate in the current study.3. ResultsPreliminary results. Significant gender differences were found in whichgirls (M = 79, 37; SD = 5.84) outperformed boys (M = 73,32; SD = 4,49) onacademic achievement. Fathers’ educational attainment comprised of post-graduates were 7 people (6%), bachelor were 7 (6%) , diploma were 6 (5%), high-school graduates /SMA were  64 (56%), junior high-school graduates/SMP were16(14%), elementary school graduates were 13 (11%). Mothers’ educationalattainment comprised of post-graduates were 1 people (1%), bachelor were 9 (8%), diploma were 5 (4%), high-school graduates /SMA were  55 (48%), junior high-5school graduates/SMP were 22 (19%), elementary school graduates were 21(18%).Data analyses. We used product moment correlations, t-test analysis andvariance analysis to analyse the data of the current study.Cognitive ability was positively and signitificantly related with academicachievement (r = .34, p < .01), with no difference between girls and boys oncognitive ability (t(112) = -1.045; p > .05). Albeit the result of t-test analysisshowed that there was no gender-based difference on cognitive ability (t(112) = -1.045; p > .05), however, we found an interesting finding in which girls (M = 79,37; SD = 5.84) outperformed boys (M = 73,32; SD = 4,49) on academicachievement. Moreover, results based on variance analysis showing that levels offathers’ education correlated nearly significant (or significant at p< .10) toacademic achievement among these students (F = 2.246, p = .56 / p < .10).4. DiscussionResults of the current study showing that cognitive ability correlatedpositively and significantly to academic achievement add to previous studiesconfirming that intelligence is central of academic achievement (Deary et al.,2007; Sheard, 2009). The current study highlights the importance of psychologicaltestings, particularly a standardized cognitive testing, as research has shown thatcognitive ability is of central on the prediction of students’ academic achievement.Secondly, with regard to gender-based differences in academicachievement, result of the current study is consistent with previous studies6(Furnham, Chamorro-Premuzic, & McDougall, 2003; Leeson et al., 2008; Sulastriet al., 2015) confirming that girls tend to outperfom boys in grades obtained.Environment also plays an important role on predicting academicachievement. The current research showed that fathers with a higher educationalbackground predicts their children’s academic performance indicating that theirroles on educational setting. This result support previous study confirming thatenvironment, i.e. higher higher parental educational background (Bradley &Corwyn, 2002), may positively and significantly interact with educationaloutcomes of the children.7ReferencesBerry, C.M., Gruys, M.L., & Sackett, P.R. (2006). Educational Attainment as aProxy for Cognitive Ability in Selection: Effects on Levels of CognitiveAbility and Adverse Impact. Journal of Applied Psychology, 91, 696 –705.Bradley, R.H., & Corwyn, R.F. (2002). Socioeconomic status and childdevelopment. Annual Review Psychology, 53, 371 – 399.Deary, I.J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence andeducational achievement. Intelligence, 35, 13-21.Furnham, A., Chamorro-Premuzic, T., & McDougall, F. (2003). Personality,Cognitive Ability, and Beliefs About Intelligence as Predictors ofAcademic Performance. Learning and Individual Differences, 14, 49 – 66.Floyd, G.R. (2010). Assessment of Cognitive Abilities and Cognitive Processes.In G.G. Peacock, R. A. Ervin, E.J. Daly III, & K.W. Merrel. (Eds.),Practical Handbook of School Psychology: Effective Practices for the 21stCentury (pp. 48 – 66). New York, NY: The Guilford Press.Kuncel, N.R., Hezlett, S.A., & Ones, D.S. (2001). A comprehensive meta analysisof the predictive validity of the graduate record examinations: Implicationsfor graduate student selection and performance. Psychological Bulletin,127, 162-181.Leeson, P., Ciarrochi, J., & Heaven, P.L. (2008). Cognitive ability, personality,and academic performance in adolescence. Personality and IndividualDifferences, 45, 630-635.Sheard, M. (2009). Hardiness commitment, gender, and age differentiateuniversity academic performance. British Journal of EducationalPsychology, 79, 189 – 204.Sulastri, A., Handoko, M., & Janssens, J.M.A.M. (2015). Grade point average andbiographical data in personal resumes: Predictors of finding employment.International Journal of Adolescence and Youth. Advance onlinepublication. DOI: 10.1080/02673843.2014.996236Turkheimer, E., Haley, A., Waldron, M., D’Onofrio, B., & Gottesman, I.I. (2003).Socioeconomic status modifies heritability of IQ in young children.Psychological Science, 14, 623 – 628.Woolfolk, A. (2004). Educational Psychology (9th Ed.). Boston, MA: PearsonEducation, Inc.Similarity Report10% Overall SimilarityTop sources found in the following databases:8% Internet database 4% Publications databaseCrossref database Crossref Posted Content database7% Submitted Works databaseTOP SOURCESThe sources with the highest number of matches within the submission. Overlapping sources will not bedisplayed.1Peter Leeson, Joseph Ciarrochi, Patrick C.L. Heaven. "Cognitive ability, ... 4%Crossref2sinta3.ristekdikti.go.id 2%Internet3epdf.pub 1%Internet4University of North Florida on 2020-10-21 <1%Submitted works5onlinelibrary.wiley.com <1%Internet6University of Birmingham on 2021-11-30 <1%Submitted works7acceptandchange.com <1%InternetSources overviewSimilarity ReportExcluded from Similarity ReportBibliographic material Quoted materialCited material Small Matches (Less then 10 words)Manually excluded sources Manually excluded text blocksEXCLUDED SOURCESrepository.unika.ac.idInternet71%repository.uksw.eduInternet33%EXCLUDED TEXT BLOCKSCognitive ability, levels of parent’s education, gender-based differences andacade...sinta3.ristekdikti.go.idExcluded from Similarity Report

(Turnitin) Cognitive ability, levels of parent’s education, gender-based differences and academic achievement among students of elementary school in Semarang,Central Java

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(Turnitin) Cognitive ability, levels of parent’s education, gender-based differences and academic achievement among students of elementary school in Semarang,Central Java

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