Effects of general and broad cognitive abilities on mathematics achievement
Abbreviated Journal Title
Sch. Psychol. Q.
CHC; cognitive; mathematics; cognition; SEM; CONFIRMATORY FACTOR-ANALYSIS; ARITHMETIC WORD-PROBLEMS; WOODCOCK-JOHNSON; TESTS; SHORT-TERM-MEMORY; WORKING-MEMORY; WISC-III; DIFFICULTIES; DISABILITIES; PREDICTORS; CHILDREN; Psychology, Educational
This study investigated the direct and indirect effects of general intelligence and 7 broad cognitive abilities on mathematics achievement. Structural equation modeling was used to investigate the simultaneous effects of both general and broad cognitive abilities on students' mathematics achievement. A hierarchical model of intelligence derived from the Cattell-Horn-Carroll (CHC) taxonomy of intelligence was used for all analyses. The participants consisted of 4 age-differentiated subsamples (ranging from ages 5 to 19) from the standardization sample of the Woodcock-Johnson III (WJ 111; Woodcock, McGrew, & Mather, 2001). Data from each of the 4 age-differentiated subsamples were divided into 2 data sets. At each age level, one data set was used for model testing and modification, and a second data set was used for model validation. The following CHC broad cognitive ability factors demonstrated statistically significant direct effects on the mathematics achievement variables: Fluid Reasoning, Crystallized Intelligence, and Processing Speed. In contrast, across all age levels, the general intelligence factor demonstrated indirect effects on the mathematics achievement variable.
School Psychology Quarterly
"Effects of general and broad cognitive abilities on mathematics achievement" (2008). Faculty Bibliography 2000s. 1050.