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The influence of fluid and crystallized intelligence on the development of knowledge and skills
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (BUV)ORCID iD: 0000-0002-7751-3942
University of Gothenburg.
University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. (BUV)ORCID iD: 0000-0002-4722-009X
2014 (English)In: British Journal of Educational Psychology, ISSN 2044-8279, Vol. 84, no 4, 556-570 p.Article in journal (Refereed) Published
Abstract [en]

Background Cattell’s Gf–Gc distinction is quite generally recognized. However, the developmental part of the Gf–Gc theory of intelligence has not gained the same recognition. Results are inconsistent, but recent discussions emphasize the importance of homogeneity of samples with regard to education and language when investigating the developmental Investment theory. Aims The aim of this study was to investigate the influence of Gf and Gc on the development of knowledge and skills in a sample of children in compulsory school who are homogenous with regard to level of education, age, and cultural background. Sample Totally, 9,002 individuals from the evaluation through follow-up database born in 1972 and who left compulsory school in 1988 were included. These individuals were followed up in Grades 3, 6, and 9. Methods Structural equation modelling was used, and autoregressive path models were fitted. All modelling was performed using Mplus version 6.1. Results In the first step, a path model with a simplex structure was defined. However, a second model with direct relations of Gf on Gc in Grades 6 and 9 had better model fit, suggesting a continuous influence of Gf on Gc. However, no direct influence of Gf was found for the subject grades. Conclusion Due to the continuous influence of Gf on the measures of Gc throughout compulsory school, support for Cattell’s (1987) Investment theory was found.

Place, publisher, year, edition, pages
2014. Vol. 84, no 4, 556-570 p.
Keyword [en]
fluid intelligence, crystallized intelligence, knowledge and skills, grades
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
URN: urn:nbn:se:hv:diva-6300DOI: 10.1111/bjep.12041ISI: 000344791200003PubMedID: 24909645Scopus ID: 2-s2.0-84911417029OAI: oai:DiVA.org:hv-6300DiVA: diva2:722967
Note

Article first published online: 9 JUN 2014.Early View (Online Version of Record published before inclusion in an issue)

Available from: 2014-06-10 Created: 2014-06-10 Last updated: 2015-09-15Bibliographically approved
In thesis
1. Dimensionality and Predictive validity of school grades: the relative influence of cognitive and social-behavioral aspects
Open this publication in new window or tab >>Dimensionality and Predictive validity of school grades: the relative influence of cognitive and social-behavioral aspects
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The purpose of the thesis is to investigate the relative influence of cognitive and social-behavioral aspects on compulsory school grades and the importance of the different dimensions for the predictive validity of grades. Data is retrieved from the Gothenburg Educational Longitudinal Database (GOLD) and the Evaluation Through Follow-up (ETF) database. The sample in Study I consisted of three cohorts each of about 100 000 students in Grade 9, in Study II of about 4000 students in Grade 9, and in Study III of about 9000 students who were followed-up through compulsory school. All analyses were conducted using structural equation modelling (SEM). Both criterion-referenced and norm-referenced compulsory school grades were found to be multidimensional, reflecting both subject-specific dimensions and a common-grade dimension, cutting across grades and teachers. The common-grade dimension, which in previous research has been found to be related to social-behavioral aspects, contributed to predict study success in upper secondary school, indicating that social-behavioral aspects partly contribute to explain the predictive power of school grades. The influence of cognitive aspects was substantial. Fluid abilities had a continuous direct influence on the development of knowledge and skills throughout compulsory school, which is in line with the predictions from Cattell's (1987) Investment theory. Substantial indirect effects of fluid abilities on school grades were found, although no direct effects. In sum the results in the present thesis show that both cognitive and social-behavioral aspects contribute to explain the predictive validity of school grades.

Place, publisher, year, edition, pages
Göteborg: Acta Universitatis Gothoburgensis, 2014. 112 p.
Series
Gothenburg studies in educational sciences, ISSN 0436-1121 ; 356
Keyword
Predictive validity criterion-referenced grades norm-referenced grades social-behavioral aspects crystallized abilities fluid abilities
National Category
Learning Pedagogical Work
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-6724 (URN)9789173467988 (ISBN)978-91-7346-797-1 (ISBN)
Opponent
Supervisors
Available from: 2014-10-01 Created: 2014-10-01 Last updated: 2015-09-15Bibliographically approved

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