Evidence map›Paper›PMID 37768944›Full record

ArticlePloS one2023

Relation between fluid intelligence and mathematics and reading comprehension achievements: The moderating role of student teacher relationships and school bonding.

Cristina Semeraro, Pasquale Musso, Rosalinda Cassibba, Susanna Annese, Antonietta Scurani, Daniela Lucangeli, Alessandro Taurino, Gabrielle Coppola

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in PloS one, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Cristina SemeraroDepartment of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy.ORCID 0000-0002-7575-7783
Pasquale MussoDepartment of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy.ORCID 0000-0002-4725-6551
Rosalinda CassibbaDepartment of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy.
Susanna AnneseDepartment of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy.
Antonietta ScuraniLower Secondary Public School «Michelangelo» Bari, Bari, Italy.
Daniela LucangeliDepartment of Developmental Psychology and Socialization, University of Padova, Padova, Italy.
Alessandro TaurinoDepartment of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy.
Gabrielle CoppolaDepartment of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Several studies have shown the relevance among students of the quality of their interpersonal relationships for their academic achievement. Nevertheless, most studies available have explored the relation between the cognitive functioning and academic achievement without taking into account the quality of the relationships experienced in the school environment. Furthermore, the studies that have begun to consider the joint role of these factors in the prediction of academic achievement are scant. Therefore, it appears of relevance to deepen the relation between cognitive functioning and quality of school relationships in order to support students' academic achievement and the potential of youth. In this paper, we examined the moderating role of the quality of student-teacher relationships and school bonding (STR-SB) in the associations of fluid intelligence (Gf) with academic achievement among adolescents (N = 219). A multiple-group structural equation modelling analysis revealed that STR-SB quality moderated unexpectedly only the link between Gf and mathematics. The findings support the idea that the quality of student-teacher relationships may be a relevant dimension to be considered to clarify the association between cognitive functioning and academic achievement.

Indexed as

ComprehensionReadingAdolescentHumansIntelligenceMathematicsSchoolsStudents

Identifiers

PMID37768944
PMCPMC10538704

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.