A multivariate, multilevel analysis of the relationship between cognitive abilities and scholastic achievement
Research output: Journal contributions › Journal articles › Research › peer-review
Standard
In: Journal of Individual Differences, Vol. 28, No. 4, 12.2007, p. 188-197.
Research output: Journal contributions › Journal articles › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - A multivariate, multilevel analysis of the relationship between cognitive abilities and scholastic achievement
AU - Freund, Philipp Alexander
AU - Holling, Heinz
AU - Preckel, Franzis
PY - 2007/12
Y1 - 2007/12
N2 - This study investigates the relationship between scholastic achievement (teacher-assigned grades) and cognitive abilities while explicitly modeling the multilevel structure of a large data set from an educational context. A multivariate analysis of composite scores in three subject domains (math and natural sciences, languages, and social sciences) was conducted using as predictors reasoning capacity, creativity, memory, and speed as well as student gender and type of school attended. The results showed meaningful differences in the relationships between the different abilities and school grades, and also significant contributions from student gender and school type. Specifically, reasoning capacity had the largest impact on achievement in math and natural sciences, whereas creativity explained more variability in performance for social sciences. Furthermore, girls outperformed boys. There was significant random variation in the intercepts at the between-classroom level, indicating that students sharing a common educational and ecological background tend to have more similar teacher-assigned grades when compared to students in other classrooms. Yet, there was no significant slope variation between the classrooms, which points to stable relationships between cognitive abilities and scholastic achievement.
AB - This study investigates the relationship between scholastic achievement (teacher-assigned grades) and cognitive abilities while explicitly modeling the multilevel structure of a large data set from an educational context. A multivariate analysis of composite scores in three subject domains (math and natural sciences, languages, and social sciences) was conducted using as predictors reasoning capacity, creativity, memory, and speed as well as student gender and type of school attended. The results showed meaningful differences in the relationships between the different abilities and school grades, and also significant contributions from student gender and school type. Specifically, reasoning capacity had the largest impact on achievement in math and natural sciences, whereas creativity explained more variability in performance for social sciences. Furthermore, girls outperformed boys. There was significant random variation in the intercepts at the between-classroom level, indicating that students sharing a common educational and ecological background tend to have more similar teacher-assigned grades when compared to students in other classrooms. Yet, there was no significant slope variation between the classrooms, which points to stable relationships between cognitive abilities and scholastic achievement.
KW - Psychology
KW - cognitive abilities
KW - scholastic achivement
KW - BIS model
KW - multilevel models
KW - multivariate modeling
UR - http://www.scopus.com/inward/record.url?scp=70450200383&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/be059810-7947-32db-b32c-e078d427d858/
U2 - 10.1027/1614-0001.28.4.188
DO - 10.1027/1614-0001.28.4.188
M3 - Journal articles
VL - 28
SP - 188
EP - 197
JO - Journal of Individual Differences
JF - Journal of Individual Differences
SN - 1614-0001
IS - 4
ER -