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The interplay of g and mathematical abilities in large-scale assessments across grades

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  • Saß, Steffani
  • Kampa, Nele
  • Köller, Olaf

Abstract

This study investigates the interplay between general cognitive abilities and domain-specific mathematical ability by applying three different models. The first model is a g factor model, the second model reflects two correlated factors, and the third model is a nested-factor model that comprises a g factor, a domain-specific mathematical factor and cognitive ability. Furthermore, we analyzed the relation between student characteristics such as self-concept in mathematics, gender, SES, and grade in mathematics. Using data from six different German LSAs of the three cohorts, Grade 5, 9 and 13 (sample sizes range from NGrade5=730 to NGrade9=3893), and two different frameworks (i.e., literacy and curricular), we confirmed that LSAs do test mathematical ability beyond g. The two cognitive factors correlated differently with the student characteristics considered; this calls for future longitudinal approaches to the issue.

Suggested Citation

  • Saß, Steffani & Kampa, Nele & Köller, Olaf, 2017. "The interplay of g and mathematical abilities in large-scale assessments across grades," Intelligence, Elsevier, vol. 63(C), pages 33-44.
    • Handle: RePEc:eee:intell:v:63:y:2017:i:c:p:33-44
    DOI: 10.1016/j.intell.2017.05.001
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    1. Kampa, Nele & Scherer, Ronny & Saß, Steffani & Schipolowski, Stefan, 2021. "The relation between science achievement and general cognitive abilities in large-scale assessments," Intelligence, Elsevier, vol. 86(C).
    2. ALMamari, Khalid & Al Siyabi, Mohamed & Al Shibli, Abdullah & AlAjmi, Abdullah, 2025. "Exploring the interplay of general and specific academic achievement in predicting college performance," Intelligence, Elsevier, vol. 109(C).
    3. Pokropek, Artur & Marks, Gary N. & Borgonovi, Francesca & Koc, Piotr & Greiff, Samuel, 2022. "General or specific abilities? Evidence from 33 countries participating in the PISA assessments," Intelligence, Elsevier, vol. 92(C).
    4. Saß, Steffani & Schütte, Kerstin & Kampa, Nele & Köller, Olaf, 2021. "Continuous time models support the reciprocal relations between academic achievement and fluid intelligence over the course of a school year," Intelligence, Elsevier, vol. 87(C).
    5. Nordmo, Morten & Norrøne, Tore Nøttestad & Lang-Ree, Ole Christian, 2025. "Reevaluating the Flynn effect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces intelligence scores," Intelligence, Elsevier, vol. 110(C).
    6. Kolachev, Nikita & Kovaleva, Galina, 2023. "General intelligence in middle school students from different Russian regions: Results of PISA-like tests," Intelligence, Elsevier, vol. 98(C).

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