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The interplay of g and mathematical abilities in large-scale assessments across grades
Saß, S., Kampa, N., Köller, O.

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

Intelligence, 63(July-August 2017), 33-44. DOI: 10.1016/j.intell.2017.05.001, Open Access

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.