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Continuous time models support the reciprocal relations between academic achievement and fluid intelligence over the course of a school year

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

Abstract

Evidence on the interrelation of intelligence development and the development of domain-specific academic achievement is still inconclusive. We investigated the longitudinal relation between these 2 constructs in the domains mathematics and reading. Data from 6 large adolescent student samples (Ntotal = 24,828) from 4 longitudinal studies were analyzed using an integrated approach. Continuous time models corroborate the assumption that intelligence and academic achievement are reciprocally related over the course of 9 months, a time period that approximates the length of a school year. Reciprocal relations were observed regardless of the achievement indicator employed (standardized test score or report card grade) and the academic domain. Multigroup analyses demonstrated that the strengths of associations between intelligence and the indicators of academic achievement was robust across sexes. Our rigorous tests of the interrelation between intelligence and academic achievement underscore the importance of adolescents' learning opportunities not only for achievement in academic domains, but for intelligence development more generally.

Suggested Citation

  • 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).
    • Handle: RePEc:eee:intell:v:87:y:2021:i:c:s0160289621000441
    DOI: 10.1016/j.intell.2021.101560
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    References listed on IDEAS

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    1. 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.
    2. Lechner, Clemens M. & Miyamoto, Ai & Knopf, Thomas, 2019. "Should students be smart, curious, or both? Fluid intelligence, openness, and interest co-shape the acquisition of reading and math competence," Intelligence, Elsevier, vol. 76(C).
    3. Thomas Warm, 1989. "Weighted likelihood estimation of ability in item response theory," Psychometrika, Springer;The Psychometric Society, vol. 54(3), pages 427-450, September.
    4. Lechner, Clemens M. & Miyamoto, Ai & Knopf, Thomas, 2019. "Should students be smart, curious, or both? Fluid intelligence, openness, and interest co-shape the acquisition of reading and math competence," Intelligence, Elsevier, vol. 76(C), pages 1-1.
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