文献类型：期刊文献

英文题名：Does perceived chess skills mediate the relationship between fluid intelligence and academic performance?

作者：Gao, Qiyang[1,2];Feng, Yayi[2];Chen, Wei[1,2];Ping, Xianjie[1,2]

机构：[1]Shaoxing Univ, Ctr Brain Mind & Educ, Shaoxing, Peoples R China;[2]Shaoxing Univ, Sch Teacher Educ, Shaoxing, Peoples R China

年份：2021

卷号：31

期号：1

起止页码：56

外文期刊名：JOURNAL OF PSYCHOLOGY IN AFRICA

收录：SSCI(收录号：WOS:000626959200008)、、Scopus(收录号：2-s2.0-85102360747)、WOS

基金：This work was supported by the Youth Foundation of Social Science and Humanity, China Ministry of Education (No. 20YJCZH033) and The Major Support Project for the Emerging Cross-Discipline of Philosophy Social Science Foundation of Zhejiang Province (No. 21XXJC05ZD). The funding agencies were not involved in the study design, the collection, analysis and interpretation of data, the writing of the report, or in the decision to submit the article for publication.

语种：英文

外文关键词：academic performance; chess skill; mediating effect; primary school

外文摘要：We analysed the association between chess skills and academic performance in primary school students. Additionally, we tested the potential mediating effect of fluid intelligence on this association. The sample consisted of 255 primary school students (48.2% girls), aged between 10 and 12 years, who had received instruction in chess. The students completed fluid intelligence measures and self-reported their chess play abilities. For the academic achievement measure, we accessed the students' school records. Following mediation analysis, results indicated fluid intelligence to mediate the relationship between chess skills and academic performance in that students with high self-reported chess skills also had higher academic grades. We conclude that chess skills might be a reliable proxy measure of student academic achievement and fluid intelligence.