TY - JOUR
T1 - The relationship between intelligence and academic achievement throughout middle school
T2 - the role of students' prior academic performance
AU - Soares, Diana Lopes
AU - Lemos, Gina C.
AU - Primi, Ricardo
AU - Almeida, Leandro S.
PY - 2015/7/1
Y1 - 2015/7/1
N2 - The association between intelligence and academic achievement is well established. However, how this relationship changes throughout schooling remains undefined. In this 3-year longitudinal study, 284 Portuguese middle school students completed three reasoning subtests (abstract, numerical, and verbal) by the end of 7th grade (intelligence), and their academic grades were collected at the same time (prior academic achievement, AA7) and by the end of 9th grade (final academic achievement, AA9). The main findings show that i) when intelligence and AA7 are analyzed as two independent predictors of AA9, AA9 is best predicted by intelligence when considering the mediation effect of AA7, and ii) the inclusion of AA7 in the pathway between intelligence and AA9 produces a considerable increase in the predictive validity of intelligence. Implications for cognitive assessment and psychological practice are emphasized based on this Gf-Gc relationship.
AB - The association between intelligence and academic achievement is well established. However, how this relationship changes throughout schooling remains undefined. In this 3-year longitudinal study, 284 Portuguese middle school students completed three reasoning subtests (abstract, numerical, and verbal) by the end of 7th grade (intelligence), and their academic grades were collected at the same time (prior academic achievement, AA7) and by the end of 9th grade (final academic achievement, AA9). The main findings show that i) when intelligence and AA7 are analyzed as two independent predictors of AA9, AA9 is best predicted by intelligence when considering the mediation effect of AA7, and ii) the inclusion of AA7 in the pathway between intelligence and AA9 produces a considerable increase in the predictive validity of intelligence. Implications for cognitive assessment and psychological practice are emphasized based on this Gf-Gc relationship.
KW - Academic achievement
KW - Gf-Gc
KW - Intelligence
KW - Investment theory
KW - Mediation analysis
UR - http://www.scopus.com/inward/record.url?scp=84938985177&partnerID=8YFLogxK
U2 - 10.1016/j.lindif.2015.02.005
DO - 10.1016/j.lindif.2015.02.005
M3 - Article
SN - 1041-6080
VL - 41
SP - 73
EP - 78
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -
