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

Steffani Saß, Nele Kampa, Olaf Köller

Publications: Contribution to journalArticlePeer Reviewed

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.
Original languageEnglish
Pages (from-to)33-44
Number of pages12
JournalIntelligence: a multidisciplinary journal
Volume63
DOIs
Publication statusPublished - Jul 2017
Externally publishedYes

Austrian Fields of Science 2012

  • 503006 Educational research

Keywords

  • BIFACTOR
  • GENDER-DIFFERENCES
  • GENERAL INTELLIGENCE
  • LATENT COGNITIVE-ABILITIES
  • PERFORMANCE
  • SCHOLASTIC ASSESSMENT
  • SCHOOL-ACHIEVEMENT
  • SELF-CONCEPT
  • SEX-DIFFERENCES
  • TESTS

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