Within-person variability in performance across school subjects
Although thought to be substantial, within-person variability in performance across school subjects has not been systematically studied. Here we analysed data from the Twins Early Development Study (TEDS; Nmax = 5919) to describe within-person variability across grades in English, maths, and science...
Saved in:
| Published in: | Learning and individual differences Vol. 93; p. 102091 |
|---|---|
| Main Authors: | , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Elsevier Inc
01.01.2022
|
| Subjects: | |
| ISSN: | 1041-6080, 1873-3425 |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Abstract | Although thought to be substantial, within-person variability in performance across school subjects has not been systematically studied. Here we analysed data from the Twins Early Development Study (TEDS; Nmax = 5919) to describe within-person variability across grades in English, maths, and science from age 7 to 16 years. We found that within-person grade variability was largely unstable across subjects and ages. Within-person grade variability at age 16 was not associated with any of 15 variables that typically explain between-person differences in school performance (e.g. IQ, socioeconomic status, and personality traits). Also, within-person grade variability did not predict later educational outcomes at ages 18 and 21. Within-person grade variability is observable, but did not emerge in this study as a meaningful psychological construct. We conclude that understanding the causes and consequences of within-person grade variability is possibly of limited epistemological value.
•Students perform differently across school subject areas and years, giving rise to within-person grade variability.•Only 1% of individual differences in within-person grade variability were stable from age 7 through 16.•Within-person grade variability was not associated with factors that predict between-person differences in school grades.•Within-person grade variability did not emerge as a meaningful psychological construct. |
|---|---|
| AbstractList | Although thought to be substantial, within-person variability in performance across school subjects has not been systematically studied. Here we analysed data from the Twins Early Development Study (TEDS; Nmax = 5919) to describe within-person variability across grades in English, maths, and science from age 7 to 16 years. We found that within-person grade variability was largely unstable across subjects and ages. Within-person grade variability at age 16 was not associated with any of 15 variables that typically explain between-person differences in school performance (e.g. IQ, socioeconomic status, and personality traits). Also, within-person grade variability did not predict later educational outcomes at ages 18 and 21. Within-person grade variability is observable, but did not emerge in this study as a meaningful psychological construct. We conclude that understanding the causes and consequences of within-person grade variability is possibly of limited epistemological value.
•Students perform differently across school subject areas and years, giving rise to within-person grade variability.•Only 1% of individual differences in within-person grade variability were stable from age 7 through 16.•Within-person grade variability was not associated with factors that predict between-person differences in school grades.•Within-person grade variability did not emerge as a meaningful psychological construct. |
| ArticleNumber | 102091 |
| Author | Wright, Megan von Stumm, Sophie |
| Author_xml | – sequence: 1 givenname: Megan surname: Wright fullname: Wright, Megan email: m.wright@york.ac.uk – sequence: 2 givenname: Sophie surname: von Stumm fullname: von Stumm, Sophie |
| BookMark | eNqFkE1LAzEQhoMo2Fb_gYf9A1tnNtkvD4oUv6DgRfEYstksnWWblCQW-u_dup486GmGF56XmWfOTq2zhrErhCUCFtf9ciDbUrfMIMMxyqDGEzbDquQpF1l-Ou4gMC2ggnM2D6EHgLLmxYzdfVDckE13xgdnk73ypBoaKB4SssmYds5vldUmUdq7EJKgN84NSfhseqNjuGBnnRqCufyZC_b--PC2ek7Xr08vq_t1qjkUMTWi4sCxzRVvkWfKmLrKu7yARpSmFoB5prEDFMDLum2A11gVHJXBPDcCNV-wm6n3-wpvOqkpqkjORq9okAjyqEL2clIhjyrkpGKExS9452mr_OE_7HbCzPjYnoyXQZMZXbTkx99l6-jvgi-VGXvh |
| CitedBy_id | crossref_primary_10_1038_s41598_023_37529_8 crossref_primary_10_1016_j_paid_2025_113115 crossref_primary_10_1016_j_clnu_2024_05_045 |
| Cites_doi | 10.1080/00223890802634290 10.1186/s40536-016-0026-2 10.1016/j.cedpsych.2016.05.004 10.1016/j.paid.2007.03.017 10.1177/2332858415626884 10.1037/a0029167 10.1037/0033-2909.127.1.162 10.3102/0034654316675476 10.1016/j.lindif.2017.02.007 10.1177/1073191106286748 10.1037/dev0000682 10.1037/met0000153 10.1002/pits.22302 10.1037/0022-3514.67.6.1063 10.1080/03075070120099359 10.1111/jopy.12312 10.20982/tqmp.09.1.p006 10.1037/0033-295X.110.2.203 10.1016/j.intell.2015.09.002 10.1371/journal.pone.0170170 10.1037/pspp0000089 10.1111/j.1745-3984.1971.tb00945.x 10.1207/s15374424jccp2002_7 10.3102/0002831209361209 10.1016/j.jsp.2006.04.002 10.1177/0143034398194002 10.1073/pnas.1919934117 10.1017/thg.2019.56 10.1016/j.jsp.2014.04.001 10.1080/15248372.2020.1832098 |
| ContentType | Journal Article |
| Copyright | 2021 Elsevier Inc. |
| Copyright_xml | – notice: 2021 Elsevier Inc. |
| DBID | AAYXX CITATION |
| DOI | 10.1016/j.lindif.2021.102091 |
| DatabaseName | CrossRef |
| DatabaseTitle | CrossRef |
| DatabaseTitleList | |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education Psychology |
| EISSN | 1873-3425 |
| ExternalDocumentID | 10_1016_j_lindif_2021_102091 S104160802100128X |
| GroupedDBID | --K --M -W8 .GO .~1 0R~ 1B1 1RT 1~. 1~5 29L 4.4 457 4G. 53G 5GY 5VS 7-5 71M 8P~ 9JO AACTN AADFP AAEDT AAEDW AAFJI AAGJA AAGUQ AAIAV AAIKJ AAKOC AALRI AAOAW AAQFI AAQXK AAXUO ABDBF ABIVO ABJNI ABMAC ABMMH ABOYX ABSRN ABXDB ABYKQ ACDAQ ACGFS ACHQT ACRLP ACXNI ADBBV ADEZE ADMUD AEBSH AEKER AFKWA AFTJW AFYLN AGHFR AGUBO AGYEJ AHHHB AIEXJ AIKHN AITUG AJBFU AJOXV AKYCK ALMA_UNASSIGNED_HOLDINGS AMFUW AMRAJ AOMHK ASPBG AVARZ AVWKF AXJTR AZFZN B0M BKOJK BLXMC CS3 DU5 EAP EAS EBS EDJ EFJIC EFLBG EJD EMK EO8 EO9 EP2 EP3 EPS ESO ESX F5P FDB FEDTE FGOYB FIRID FNPLU FYGXN G-2 G-Q GBLVA HMY HVGLF HZ~ IHE J1W KOM M3Y M41 MO0 N9A O-L O9- OAUVE OHT OKEIE OZT P-8 P-9 PC. PQQKQ PRBVW Q38 R2- RIG ROL RPD RPZ SCC SDF SDG SDP SES SEW SPCBC SSB SSO SSS SSY SSZ T5K UHS ULY UQL VJK WH7 WUQ YQT ~8M ~G- 9DU AAHSB AATTM AAXKI AAYWO AAYXX ABWVN ACLOT ACRPL ACUHS ACVFH ADCNI ADNMO AEIPS AEUPX AFJKZ AFPUW AGQPQ AIGII AIIUN AKBMS AKRWK AKYEP ANKPU APXCP CITATION EFKBS ~HD |
| ID | FETCH-LOGICAL-c306t-e483031d5a3d132aee985f560b47e940152c1f0140379db03918631ae155e41c3 |
| ISICitedReferencesCount | 4 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000720996600001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 1041-6080 |
| IngestDate | Sat Nov 29 07:10:54 EST 2025 Tue Nov 18 22:20:17 EST 2025 Fri Feb 23 02:40:28 EST 2024 |
| IsPeerReviewed | true |
| IsScholarly | true |
| Keywords | Grades Educational outcomes Within-person variability School performance |
| Language | English |
| LinkModel | OpenURL |
| MergedId | FETCHMERGED-LOGICAL-c306t-e483031d5a3d132aee985f560b47e940152c1f0140379db03918631ae155e41c3 |
| ParticipantIDs | crossref_citationtrail_10_1016_j_lindif_2021_102091 crossref_primary_10_1016_j_lindif_2021_102091 elsevier_sciencedirect_doi_10_1016_j_lindif_2021_102091 |
| PublicationCentury | 2000 |
| PublicationDate | January 2022 2022-01-00 |
| PublicationDateYYYYMMDD | 2022-01-01 |
| PublicationDate_xml | – month: 01 year: 2022 text: January 2022 |
| PublicationDecade | 2020 |
| PublicationTitle | Learning and individual differences |
| PublicationYear | 2022 |
| Publisher | Elsevier Inc |
| Publisher_xml | – name: Elsevier Inc |
| References | Raven, Raven, Court (bb0135) 1998 Scheier, Carver, Bridges (bb0160) 1994; 67 Pantoja, Schaeffer, Rozek, Beilock, Levine (bb0125) 2020; 21 Golay, Fagot, Lecerf (bb0045) 2013; 9 Appleton, Christenson, Kim, Reschly (bb0005) 2006; 44 Rimfeld, Kovas, Dale, Plomin (bb0145) 2016; 111 Ayorech, Plomin, von Stumm (bb0010) 2019; 55 Duckworth, Quinn (bb0035) 2009; 91 Jansen, Lüdtke, Schroeders (bb0060) 2016; 46 Guo, Nagengast, Marsh, Kelava, Gaspard, Brandt, Trautwein (bb0050) 2016; 2 Kuncel, Hezlett, Ones (bb0075) 2001; 127 Lizzio, Wilson, Simons (bb0085) 2002; 27 Wingate, Tomes (bb0190) 2017; 56 Office of Population and Census Surveys (bb0120) 1991; Vol. 3 Wang, Holcombe (bb0180) 2010; 47 Wendt, Kasper (bb0185) 2016; 4 Galla, Wood, Tsukayama, Har, Chiu, Langer (bb0040) 2014; 52 Kalokerinos, Murphy, Koval, Bailen, Crombez, Hollenstein, Bastian (bb0070) 2020 McKee, Caldarella (bb0095) 2016; 136 Silverman, Fleisig, Rabian, Peterson (bb0165) 2010; 20 Bakan (bb0015) 1971; 8 Rimfeld, Malanchini, Spargo, Spickernell, Selzam, McMillan, Plomin (bb0150) 2019; 22 Jerrim, Shure, Wyness (bb0065) 2020 Van Roode, Sharples, Dickson, Paul (bb0175) 2017; 12 Parker, Schoon, Tsai, Nagy, Trautwein, Eccles (bb0130) 2012; 48 Lai Lam, Zhou (bb0080) 2019; 56 Mestdagh, Pe, Pestman, Verdonck, Kuppens, Tuerlinckx (bb0100) 2018; 23 Tetzner, Becker (bb0170) 2017; 86 Borsboom, Mellenbergh, van Heerden (bb0020) 2003; 110 Mullins-Sweatt, Jamerson, Samuel, Olson, Widiger (bb0105) 2006; 13 Raven, Court, Raven (bb0140) 1996 Roth, Becker, Romeyke, Schäfer, Domnick, Spinath (bb0155) 2015; 53 O’Connor, Paunonen (bb0110) 2007; 43 Lubinski (bb0090) 2016; 86 Burden (bb0025) 1998; 19 Department for Education (bb0030) 2013 Mestdagh (10.1016/j.lindif.2021.102091_bb0100) 2018; 23 Rimfeld (10.1016/j.lindif.2021.102091_bb0150) 2019; 22 Kalokerinos (10.1016/j.lindif.2021.102091_bb0070) 2020 Kuncel (10.1016/j.lindif.2021.102091_bb0075) 2001; 127 Wang (10.1016/j.lindif.2021.102091_bb0180) 2010; 47 Duckworth (10.1016/j.lindif.2021.102091_bb0035) 2009; 91 Pantoja (10.1016/j.lindif.2021.102091_bb0125) 2020; 21 Tetzner (10.1016/j.lindif.2021.102091_bb0170) 2017; 86 Wingate (10.1016/j.lindif.2021.102091_bb0190) 2017; 56 Rimfeld (10.1016/j.lindif.2021.102091_bb0145) 2016; 111 Silverman (10.1016/j.lindif.2021.102091_bb0165) 2010; 20 Department for Education (10.1016/j.lindif.2021.102091_bb0030) Mullins-Sweatt (10.1016/j.lindif.2021.102091_bb0105) 2006; 13 Burden (10.1016/j.lindif.2021.102091_bb0025) 1998; 19 Lizzio (10.1016/j.lindif.2021.102091_bb0085) 2002; 27 O’Connor (10.1016/j.lindif.2021.102091_bb0110) 2007; 43 Raven (10.1016/j.lindif.2021.102091_bb0135) 1998 Scheier (10.1016/j.lindif.2021.102091_bb0160) 1994; 67 Roth (10.1016/j.lindif.2021.102091_bb0155) 2015; 53 Raven (10.1016/j.lindif.2021.102091_bb0140) 1996 Wendt (10.1016/j.lindif.2021.102091_bb0185) 2016; 4 Bakan (10.1016/j.lindif.2021.102091_bb0015) 1971; 8 Lubinski (10.1016/j.lindif.2021.102091_bb0090) 2016; 86 Parker (10.1016/j.lindif.2021.102091_bb0130) 2012; 48 Appleton (10.1016/j.lindif.2021.102091_bb0005) 2006; 44 Office of Population and Census Surveys (10.1016/j.lindif.2021.102091_bb0120) 1991; Vol. 3 Lai Lam (10.1016/j.lindif.2021.102091_bb0080) 2019; 56 McKee (10.1016/j.lindif.2021.102091_bb0095) 2016; 136 Galla (10.1016/j.lindif.2021.102091_bb0040) 2014; 52 Borsboom (10.1016/j.lindif.2021.102091_bb0020) 2003; 110 Golay (10.1016/j.lindif.2021.102091_bb0045) 2013; 9 Jansen (10.1016/j.lindif.2021.102091_bb0060) 2016; 46 Jerrim (10.1016/j.lindif.2021.102091_bb0065) 2020 Guo (10.1016/j.lindif.2021.102091_bb0050) 2016; 2 Van Roode (10.1016/j.lindif.2021.102091_bb0175) 2017; 12 Ayorech (10.1016/j.lindif.2021.102091_bb0010) 2019; 55 |
| References_xml | – volume: 23 start-page: 690 year: 2018 end-page: 707 ident: bb0100 article-title: Sidelining the mean: The relative variability index as a generic mean-corrected variability measure for bounded variables publication-title: Psychological Methods – volume: 52 start-page: 295 year: 2014 end-page: 308 ident: bb0040 article-title: A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance publication-title: Journal of School Psychology – volume: 56 start-page: 1654 year: 2019 end-page: 1686 ident: bb0080 article-title: Examining the relationship between grit and academic achievement within K-12 and higher education: A systematic review publication-title: Psychology in the Schools – volume: 9 start-page: 6 year: 2013 end-page: 14 ident: bb0045 article-title: Against coefficient of variation for estimation of intraindividual variability with accuracy measures publication-title: Tutorials in Quantitative Methods for Psychology – volume: 22 start-page: 508 year: 2019 end-page: 513 ident: bb0150 article-title: Twins early development study: A genetically sensitive investigation into behavioural and cognitive development from infancy to emerging adulthood publication-title: Twin Research and Human Genetics – volume: 46 start-page: 116 year: 2016 end-page: 127 ident: bb0060 article-title: Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains publication-title: Contemporary Educational Psychology – year: 2020 ident: bb0065 article-title: Driven to succeed? Teenagers’ drive, ambition and performance on high-stakes examinations publication-title: IZA discussion paper no. 1325 – volume: 47 start-page: 633 year: 2010 end-page: 662 ident: bb0180 article-title: Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school publication-title: American Educational Research Journal – volume: 44 start-page: 427 year: 2006 end-page: 445 ident: bb0005 article-title: Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument publication-title: Journal of School Psychology – volume: 110 start-page: 203 year: 2003 end-page: 219 ident: bb0020 article-title: The theoretical status of latent variables publication-title: Psychological Review – volume: 20 start-page: 162 year: 2010 end-page: 168 ident: bb0165 article-title: Childhood anxiety sensitivity index publication-title: Journal of Clinical Child Psychology – volume: 43 start-page: 971 year: 2007 end-page: 990 ident: bb0110 article-title: Big Five personality predictors of post-secondary academic performance publication-title: Personality and Individual Differences – volume: 67 start-page: 1063 year: 1994 end-page: 1078 ident: bb0160 article-title: Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A reevaluation of the Life Orientation Test publication-title: Journal of Personality and Social Psychology – volume: Vol. 3 year: 1991 ident: bb0120 article-title: Standard occupational classification publication-title: Social classifications and coding methodology – volume: 19 start-page: 291 year: 1998 end-page: 305 ident: bb0025 article-title: Assessing children’s perceptions of themselves as learners and problem-solvers - The construction of the Myself-as-Learner Scale (MALS) publication-title: School Psychology International – volume: 48 start-page: 1629 year: 2012 end-page: 1642 ident: bb0130 article-title: Achievement, agency, gender, and socioeconomic background as predictors of postschool choices: A multicontext study publication-title: Developmental Psychology – volume: 2 year: 2016 ident: bb0050 article-title: Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes publication-title: AERA Open – year: 1998 ident: bb0135 article-title: Mill Hill vocabulary scale – year: 2020 ident: bb0070 article-title: Neuroticism may not reflect emotional variability publication-title: Proceedings of the National Academy of Sciences – volume: 4 year: 2016 ident: bb0185 article-title: Subject-specific strength and weaknesses of fourth-grade students in Europe: A comparative latent profile analysis of multidimensional proficiency patterns based on PIRLS/TIMSS combined 2011 publication-title: Large-Scale Assessments in Education – volume: 55 start-page: 1088 year: 2019 end-page: 1095 ident: bb0010 article-title: Using DNA to predict educational trajectories in early adulthood publication-title: Developmental Psychology – volume: 86 start-page: 900 year: 2016 end-page: 944 ident: bb0090 article-title: From Terman to today: A century of findings on intellectual precocity publication-title: Review of Educational Research – volume: 136 start-page: 515 year: 2016 end-page: 529 ident: bb0095 article-title: Middle school predictors of high school performance: A case study of dropout risk indicators publication-title: Education – volume: 111 start-page: 780 year: 2016 end-page: 789 ident: bb0145 article-title: True grit and genetics: Predicting academic achievement from personality publication-title: Journal of Personality and Social Psychology – volume: 86 year: 2017 ident: bb0170 article-title: Think positive? Examining the impact of optimism on academic achievement in early adolescents publication-title: Journal of Personality – volume: 12 year: 2017 ident: bb0175 article-title: Life-course relationship between socioeconomic circumstances and timing of first birth in a birth cohort publication-title: PLoS One – volume: 91 start-page: 166 year: 2009 end-page: 174 ident: bb0035 article-title: Development and validation of the short Grit Scale (Grit-S) publication-title: Journal of Personality Assessment – volume: 127 start-page: 162 year: 2001 end-page: 181 ident: bb0075 article-title: A comprehensive meta-analysis of the predictive validity of the graduate record examinations publication-title: Psychological Bulletin – volume: 13 start-page: 119 year: 2006 end-page: 137 ident: bb0105 article-title: Psychometric properties of an abbreviated instrument of the five-factor model publication-title: Assessment – year: 2013 ident: bb0030 article-title: A comparison of GCSE results and AS level results as a predictor of getting a 2:1 or above at university – volume: 53 start-page: 118 year: 2015 end-page: 137 ident: bb0155 article-title: Intelligence and school grades: A meta-analysis publication-title: Intelligence – volume: 27 start-page: 27 year: 2002 end-page: 52 ident: bb0085 article-title: University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice publication-title: Studies in Higher Education – year: 1996 ident: bb0140 article-title: Manual for Raven’s progressive matrices and vocabulary scales – volume: 8 start-page: 317 year: 1971 end-page: 319 ident: bb0015 article-title: Academic performance and self-concept as a function of achievement-variability publication-title: Journal of Educational Measurement – volume: 21 year: 2020 ident: bb0125 article-title: Children’s math anxiety predicts their math achievement over and above a key foundational math skill publication-title: Journal of Cognition and Development – volume: 56 start-page: 175 year: 2017 end-page: 182 ident: bb0190 article-title: Who’s getting the grades and who’s keeping them? A person-centered approach to academic performance and performance variability publication-title: Learning and Individual Differences – year: 2020 ident: 10.1016/j.lindif.2021.102091_bb0065 article-title: Driven to succeed? Teenagers’ drive, ambition and performance on high-stakes examinations – volume: 91 start-page: 166 issue: 2 year: 2009 ident: 10.1016/j.lindif.2021.102091_bb0035 article-title: Development and validation of the short Grit Scale (Grit-S) publication-title: Journal of Personality Assessment doi: 10.1080/00223890802634290 – volume: 4 issue: 1 year: 2016 ident: 10.1016/j.lindif.2021.102091_bb0185 article-title: Subject-specific strength and weaknesses of fourth-grade students in Europe: A comparative latent profile analysis of multidimensional proficiency patterns based on PIRLS/TIMSS combined 2011 publication-title: Large-Scale Assessments in Education doi: 10.1186/s40536-016-0026-2 – volume: Vol. 3 year: 1991 ident: 10.1016/j.lindif.2021.102091_bb0120 article-title: Standard occupational classification – year: 1998 ident: 10.1016/j.lindif.2021.102091_bb0135 – volume: 46 start-page: 116 year: 2016 ident: 10.1016/j.lindif.2021.102091_bb0060 article-title: Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains publication-title: Contemporary Educational Psychology doi: 10.1016/j.cedpsych.2016.05.004 – volume: 43 start-page: 971 issue: 5 year: 2007 ident: 10.1016/j.lindif.2021.102091_bb0110 article-title: Big Five personality predictors of post-secondary academic performance publication-title: Personality and Individual Differences doi: 10.1016/j.paid.2007.03.017 – volume: 2 issue: 1 year: 2016 ident: 10.1016/j.lindif.2021.102091_bb0050 article-title: Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes publication-title: AERA Open doi: 10.1177/2332858415626884 – volume: 48 start-page: 1629 issue: 6 year: 2012 ident: 10.1016/j.lindif.2021.102091_bb0130 article-title: Achievement, agency, gender, and socioeconomic background as predictors of postschool choices: A multicontext study publication-title: Developmental Psychology doi: 10.1037/a0029167 – volume: 127 start-page: 162 issue: 1 year: 2001 ident: 10.1016/j.lindif.2021.102091_bb0075 article-title: A comprehensive meta-analysis of the predictive validity of the graduate record examinations publication-title: Psychological Bulletin doi: 10.1037/0033-2909.127.1.162 – volume: 86 start-page: 900 issue: 4 year: 2016 ident: 10.1016/j.lindif.2021.102091_bb0090 article-title: From Terman to today: A century of findings on intellectual precocity publication-title: Review of Educational Research doi: 10.3102/0034654316675476 – volume: 136 start-page: 515 year: 2016 ident: 10.1016/j.lindif.2021.102091_bb0095 article-title: Middle school predictors of high school performance: A case study of dropout risk indicators publication-title: Education – ident: 10.1016/j.lindif.2021.102091_bb0030 – volume: 56 start-page: 175 year: 2017 ident: 10.1016/j.lindif.2021.102091_bb0190 article-title: Who’s getting the grades and who’s keeping them? A person-centered approach to academic performance and performance variability publication-title: Learning and Individual Differences doi: 10.1016/j.lindif.2017.02.007 – volume: 13 start-page: 119 issue: 2 year: 2006 ident: 10.1016/j.lindif.2021.102091_bb0105 article-title: Psychometric properties of an abbreviated instrument of the five-factor model publication-title: Assessment doi: 10.1177/1073191106286748 – volume: 55 start-page: 1088 issue: 5 year: 2019 ident: 10.1016/j.lindif.2021.102091_bb0010 article-title: Using DNA to predict educational trajectories in early adulthood publication-title: Developmental Psychology doi: 10.1037/dev0000682 – volume: 23 start-page: 690 issue: 4 year: 2018 ident: 10.1016/j.lindif.2021.102091_bb0100 article-title: Sidelining the mean: The relative variability index as a generic mean-corrected variability measure for bounded variables publication-title: Psychological Methods doi: 10.1037/met0000153 – volume: 56 start-page: 1654 issue: 10 year: 2019 ident: 10.1016/j.lindif.2021.102091_bb0080 article-title: Examining the relationship between grit and academic achievement within K-12 and higher education: A systematic review publication-title: Psychology in the Schools doi: 10.1002/pits.22302 – year: 1996 ident: 10.1016/j.lindif.2021.102091_bb0140 – volume: 67 start-page: 1063 issue: 6 year: 1994 ident: 10.1016/j.lindif.2021.102091_bb0160 article-title: Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A reevaluation of the Life Orientation Test publication-title: Journal of Personality and Social Psychology doi: 10.1037/0022-3514.67.6.1063 – volume: 27 start-page: 27 issue: 1 year: 2002 ident: 10.1016/j.lindif.2021.102091_bb0085 article-title: University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice publication-title: Studies in Higher Education doi: 10.1080/03075070120099359 – volume: 86 issue: 2 year: 2017 ident: 10.1016/j.lindif.2021.102091_bb0170 article-title: Think positive? Examining the impact of optimism on academic achievement in early adolescents publication-title: Journal of Personality doi: 10.1111/jopy.12312 – volume: 9 start-page: 6 issue: 1 year: 2013 ident: 10.1016/j.lindif.2021.102091_bb0045 article-title: Against coefficient of variation for estimation of intraindividual variability with accuracy measures publication-title: Tutorials in Quantitative Methods for Psychology doi: 10.20982/tqmp.09.1.p006 – volume: 110 start-page: 203 issue: 2 year: 2003 ident: 10.1016/j.lindif.2021.102091_bb0020 article-title: The theoretical status of latent variables publication-title: Psychological Review doi: 10.1037/0033-295X.110.2.203 – volume: 53 start-page: 118 year: 2015 ident: 10.1016/j.lindif.2021.102091_bb0155 article-title: Intelligence and school grades: A meta-analysis publication-title: Intelligence doi: 10.1016/j.intell.2015.09.002 – volume: 12 issue: 1 year: 2017 ident: 10.1016/j.lindif.2021.102091_bb0175 article-title: Life-course relationship between socioeconomic circumstances and timing of first birth in a birth cohort publication-title: PLoS One doi: 10.1371/journal.pone.0170170 – volume: 111 start-page: 780 issue: 5 year: 2016 ident: 10.1016/j.lindif.2021.102091_bb0145 article-title: True grit and genetics: Predicting academic achievement from personality publication-title: Journal of Personality and Social Psychology doi: 10.1037/pspp0000089 – volume: 8 start-page: 317 issue: 4 year: 1971 ident: 10.1016/j.lindif.2021.102091_bb0015 article-title: Academic performance and self-concept as a function of achievement-variability publication-title: Journal of Educational Measurement doi: 10.1111/j.1745-3984.1971.tb00945.x – volume: 20 start-page: 162 year: 2010 ident: 10.1016/j.lindif.2021.102091_bb0165 article-title: Childhood anxiety sensitivity index publication-title: Journal of Clinical Child Psychology doi: 10.1207/s15374424jccp2002_7 – volume: 47 start-page: 633 issue: 3 year: 2010 ident: 10.1016/j.lindif.2021.102091_bb0180 article-title: Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school publication-title: American Educational Research Journal doi: 10.3102/0002831209361209 – volume: 44 start-page: 427 issue: 5 year: 2006 ident: 10.1016/j.lindif.2021.102091_bb0005 article-title: Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument publication-title: Journal of School Psychology doi: 10.1016/j.jsp.2006.04.002 – volume: 19 start-page: 291 issue: 4 year: 1998 ident: 10.1016/j.lindif.2021.102091_bb0025 article-title: Assessing children’s perceptions of themselves as learners and problem-solvers - The construction of the Myself-as-Learner Scale (MALS) publication-title: School Psychology International doi: 10.1177/0143034398194002 – year: 2020 ident: 10.1016/j.lindif.2021.102091_bb0070 article-title: Neuroticism may not reflect emotional variability publication-title: Proceedings of the National Academy of Sciences doi: 10.1073/pnas.1919934117 – volume: 22 start-page: 508 issue: 6 year: 2019 ident: 10.1016/j.lindif.2021.102091_bb0150 article-title: Twins early development study: A genetically sensitive investigation into behavioural and cognitive development from infancy to emerging adulthood publication-title: Twin Research and Human Genetics doi: 10.1017/thg.2019.56 – volume: 52 start-page: 295 issue: 3 year: 2014 ident: 10.1016/j.lindif.2021.102091_bb0040 article-title: A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance publication-title: Journal of School Psychology doi: 10.1016/j.jsp.2014.04.001 – volume: 21 issue: 5 year: 2020 ident: 10.1016/j.lindif.2021.102091_bb0125 article-title: Children’s math anxiety predicts their math achievement over and above a key foundational math skill publication-title: Journal of Cognition and Development doi: 10.1080/15248372.2020.1832098 |
| SSID | ssj0007936 |
| Score | 2.3200948 |
| Snippet | Although thought to be substantial, within-person variability in performance across school subjects has not been systematically studied. Here we analysed data... |
| SourceID | crossref elsevier |
| SourceType | Enrichment Source Index Database Publisher |
| StartPage | 102091 |
| SubjectTerms | Educational outcomes Grades School performance Within-person variability |
| Title | Within-person variability in performance across school subjects |
| URI | https://dx.doi.org/10.1016/j.lindif.2021.102091 |
| Volume | 93 |
| WOSCitedRecordID | wos000720996600001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVESC databaseName: Elsevier SD Freedom Collection Journals 2021 customDbUrl: eissn: 1873-3425 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0007936 issn: 1041-6080 databaseCode: AIEXJ dateStart: 19950101 isFulltext: true titleUrlDefault: https://www.sciencedirect.com providerName: Elsevier |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV3fS9xAEF5a9cEXqdpStZU89E1Wbn8ku_skUixVqhRq8d5CstnUiMTD5I7zv3c2k-SilrYKfQlhuc0m8y2zM3Mz8xHyKWHOjliWU5XYlEqlBTW5lVTnRuQycXkk04ZsQp2d6fHYfG-ZCquGTkCVpZ7PzeS_Qg1jALYvnX0G3P1DYQDuAXS4Auxw_SfgL4r6sijppDGl92bgC2Mr7jtMGB_UCTQn5F6FfTiraepDMtXQWv3WxU2wRVNfutWxqthFAuLCyz91vxY7bubVUQ1f30RZbyaXhRvGGTh_FGfoC2Ae5GeCM8doNEIypn2HY1oJKiTWM3dKFmkQn-hrDB1c7V_7b_AdVTnzzSRGyOD1qBP2D7-aX4yz5h_A8WuyzFVoQJktHx4fjU_6IxiUToRtKPDtuprJJrHv6Vq_t0kGdsb5G7LWOgjBIQK7Tl65csNza7d5OBtktT-z7jbJwQO0gwHaQVEGA7QDRDtAtIMO7bfk55ej889facuJQS04dzV1UoPRwbIwERkTPHHO6DAHszWVyhlwlkNuWe7dZqFMlvr-_zoSLHFgNzrJrHhHlsqb0r0ngRllYO6nQoRaySjMTMYb9R5mKc8jxbeI6KQS27ZhvOctuY67zMCrGGUZe1nGKMstQvtZE2yY8pffq07gcWv0oTEXwx7548ztF8_cIauLHf6BLNW3U_eRrNhZXVS3u-1mugcEj30J |
| linkProvider | Elsevier |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Within-person+variability+in+performance+across+school+subjects&rft.jtitle=Learning+and+individual+differences&rft.au=Wright%2C+Megan&rft.au=von+Stumm%2C+Sophie&rft.date=2022-01-01&rft.pub=Elsevier+Inc&rft.issn=1041-6080&rft.eissn=1873-3425&rft.volume=93&rft_id=info:doi/10.1016%2Fj.lindif.2021.102091&rft.externalDocID=S104160802100128X |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1041-6080&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1041-6080&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1041-6080&client=summon |