ERIC Number: EJ792575
Record Type: Journal
Publication Date: 2008
Reference Count: 0
No "g" in Education?
Learning and Individual Differences, v18 n2 p152-165 2008
This study investigates the relationships of domain-general cognitive abilities and domain-specific verbal and mathematical abilities to students' educational characteristics when two theoretically grounded, but competing structural models are applied. In the standard model, a single latent ability causes interindividual differences in the corresponding measures. In the nested-factor model, interindividual differences are caused by two independent cognitive abilities: general cognitive ability and domain-specific ability. The two models were examined using data from 29,386 ninth graders. The results show that findings on the relations between domain-specific abilities and students' socio-economic status, general school satisfaction, educational aspirations, domain-specific interests, and subject-specific grades may differ substantially depending on the structural model applied. Implications for educational research and measurement as well as for students' motivational and cognitive development are discussed.
Descriptors: Educational Research, Academic Achievement, Cognitive Development, Cognitive Ability, Investigations, Intelligence Differences, Intelligence, Cognitive Measurement, Psychometrics, Correlation, Predictor Variables, Individual Differences
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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