Open this publication in new window or tab >>2014 (English)In: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279, Vol. 84, no 4, p. 556-570Article 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.
Keywords
fluid intelligence, crystallized intelligence, knowledge and skills, grades
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-6300 (URN)10.1111/bjep.12041 (DOI)000344791200003 ()24909645 (PubMedID)2-s2.0-84911417029 (Scopus ID)
Note
Article first published online: 9 JUN 2014.Early View (Online Version of Record published before inclusion in an issue)
2014-06-102014-06-102019-05-13Bibliographically approved