Mental abilities and school achievement: A test of a mediation hypothesis

被引:61
作者
Vock, Miriam [1 ]
Preckel, Franzis [2 ]
Rolling, Heinz [3 ]
机构
[1] Univ Potsdam, Dept Educ, D-14476 Potsdam, Germany
[2] Univ Trier, Dept Psychol, D-54286 Trier, Germany
[3] Univ Munster, Dept Psychol, D-4400 Munster, Germany
关键词
Academic achievement; Mental speed; Short-term memory; Reasoning; Divergent thinking; Grades; Prediction; CARROLL COGNITIVE-ABILITIES; WORKING-MEMORY; BERLIN MODEL; INTELLIGENCE; SPEED; CREATIVITY; PERFORMANCE; PREDICTORS; ACCURACY; VALIDITY;
D O I
10.1016/j.intell.2011.06.006
中图分类号
B84 [心理学];
学科分类号
010107 [宗教学];
摘要
This study analyzes the interplay of four cognitive abilities - reasoning, divergent thinking, mental speed, and short-term memory - and their impact on academic achievement in school in a sample of adolescents in grades seven to 10 (N = 1135). Based on information processing approaches to intelligence, we tested a mediation hypothesis, which states that the complex cognitive abilities of reasoning and divergent thinking mediate the influence of the basic cognitive abilities of mental speed and short-term memory on achievement. We administered a comprehensive test battery and analyzed the data through structural equation modeling while controlling for the cluster structure of the data. Our findings support the notion that mental speed and short-term memory, as ability factors reflecting basic cognitive processes, exert an indirect influence on academic achievement by affecting reasoning and divergent thinking (total indirect effects: beta=.22 and .24. respectively). Short-term memory also directly affects achievement (beta=.22). (C) 2011 Elsevier Inc. All rights reserved.
引用
收藏
页码:357 / 369
页数:13
相关论文
共 73 条
[1]
Alfonso V.C., 2005, CONT INTELLECTUAL AS, V2nd, P185
[2]
[Anonymous], 2005, Handbook of understanding and measuring intelligence
[3]
Creativity, intelligence, and personality: A critical review of the scattered literature [J].
Batey, Mark ;
Furnham, Adrian .
GENETIC SOCIAL AND GENERAL PSYCHOLOGY MONOGRAPHS, 2006, 132 (04) :355-429
[4]
Intelligence and personality as predictors of divergent thinking: The role of general, fluid and crystallised intelligence [J].
Batey, Mark ;
Chamorro-Premuzic, Tomas ;
Furnham, Adrian .
THINKING SKILLS AND CREATIVITY, 2009, 4 (01) :60-69
[5]
Fluid and crystallized intelligence and the Berlin Model of Intelligence Structure (BIS) [J].
Beauducel, A ;
Kersting, M .
EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT, 2002, 18 (02) :97-112
[7]
Bimodality in the Berlin model of intelligence structure (BIS): A replication study [J].
Bucik, V ;
Neubauer, AC .
PERSONALITY AND INDIVIDUAL DIFFERENCES, 1996, 21 (06) :987-1005
[8]
Campione J.C., 1978, INTELLIGENCE, V2, P279, DOI DOI 10.1016/0160-2896(78)90020-X
[9]
REACTION-TIME, MOVEMENT TIME, AND INTELLIGENCE - A REPLICATION AND EXTENSION [J].
CARLSON, JS ;
JENSEN, CM .
INTELLIGENCE, 1982, 6 (03) :265-274
[10]
WHAT ONE INTELLIGENCE-TEST MEASURES - A THEORETICAL ACCOUNT OF THE PROCESSING IN THE RAVEN PROGRESSIVE MATRICES TEST [J].
CARPENTER, PA ;
JUST, MA ;
SHELL, P .
PSYCHOLOGICAL REVIEW, 1990, 97 (03) :404-431