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

Autor/inn/en	Saß, Steffani; Kampa, Nele; Köller, Olaf
Titel	The interplay of g and mathematical abilities in large-scale assessments across grades. Gefälligkeitsübersetzung: Das Zusammenspiel von g und mathematischen Fähigkeiten in groß angelegten Erhebungen über Klassenstufen hinweg.
Quelle	In: Intelligence : a multidisciplinary journal, (2017) 63, S. 33-44 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0160-2896
DOI	10.1016/j.intell.2017.05.001
Schlagwörter	Eigenschaft; Kognitive Kompetenz; Selbstkonzept; Pädagogische Diagnostik; Test; Klassenstufe; Schüler; Mathematische Kompetenz
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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2021/1