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2022-03-28Zeitschriftenartikel DOI: 10.3390/jintelligence10020020
The Role of Intelligence and Self-Concept for Teachers’ Competence
dc.contributor.authorBlömeke, Sigrid
dc.contributor.authorJenßen, Lars
dc.contributor.authorEid, Michael
dc.date.accessioned2022-06-17T09:27:56Z
dc.date.available2022-06-17T09:27:56Z
dc.date.issued2022-03-28none
dc.date.updated2022-04-26T11:45:03Z
dc.identifier.urihttp://edoc.hu-berlin.de/18452/25458
dc.description.abstractResearch on intelligence and competence has developed widely independent of each other. The present paper aims at relating these traditions and at integrating the dominant models to fill gaps in the respective theories. We test the structural models derived from this integration in a series of confirmatory factor analyses and a latent moderated structural equations approach using teachers as an example. The data reveal that both fluid intelligence (gf) and domain-specific knowledge affect teachers’ ability to solve the domain-specific items. Teachers’ academic self-concept related to mathematics explains individual differences beyond gf. An interaction effect between gf and self-concept exists for teachers’ pedagogical content and general pedagogical knowledge, but not for their mathematics knowledge. This finding indicates that a positive self-concept cannot compensate for a lack of gf, but it supports the acquisition of domain-specific knowledge in case of high gf, probably because it facilitates overcoming challenges.eng
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY 4.0) Attribution 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectfluid intelligenceeng
dc.subjectCattell-Horn-Carroll theoryeng
dc.subjectcompetenceeng
dc.subjectacademic self-concepteng
dc.subjectmathematics content knowledgeeng
dc.subjectmathematics pedagogical content knowledgeeng
dc.subjectgeneral pedagogical knowledgeeng
dc.subjectearly childhood educationeng
dc.subjectearly childhood teacherseng
dc.subject.ddc150 Psychologienone
dc.subject.ddc370 Bildung und Erziehungnone
dc.titleThe Role of Intelligence and Self-Concept for Teachers’ Competencenone
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/25458-6
dc.identifier.doi10.3390/jintelligence10020020none
dc.identifier.doihttp://dx.doi.org/10.18452/24792
dc.type.versionpublishedVersionnone
local.edoc.container-titleJournal of Intelligencenone
local.edoc.pages18none
local.edoc.type-nameZeitschriftenartikel
local.edoc.institutionKultur-, Sozial- und Bildungswissenschaftliche Fakultätnone
local.edoc.container-publisher-nameMDPInone
local.edoc.container-publisher-placeBaselnone
local.edoc.container-volume10none
local.edoc.container-issue2none
dc.description.versionPeer Reviewednone
local.edoc.container-articlenumber20none
dc.identifier.eissn2079-3200

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