Standard

The interplay of g and mathematical abilities in large-scale assessments across grades. / Saß, Steffani; Kampa, Nele; Köller, Olaf.

in: Intelligence, Band 63, Nr. July-August 2017, 2017, S. 33-44.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Saß, S, Kampa, N & Köller, O 2017, 'The interplay of g and mathematical abilities in large-scale assessments across grades' Intelligence, Bd 63, Nr. July-August 2017, S. 33-44. DOI: 10.1016/j.intell.2017.05.001

APA

Saß, S., Kampa, N., & Köller, O. (2017). 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

Vancouver

Saß S, Kampa N, Köller O. The interplay of g and mathematical abilities in large-scale assessments across grades. Intelligence. 2017;63(July-August 2017):33-44. Erhältlich von, DOI: 10.1016/j.intell.2017.05.001

BibTeX

@article{7b3b48f0c84342f1b22c7df760ce0b6e,
title = "The interplay of g and mathematical abilities in large-scale assessments across grades",
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.",
keywords = "Methodological research and development",
author = "Steffani Saß and Nele Kampa and Olaf Köller",
year = "2017",
doi = "10.1016/j.intell.2017.05.001",
volume = "63",
pages = "33--44",
journal = "Intelligence",
issn = "1873-7935",
publisher = "Elsevier",
number = "July-August 2017",

}

RIS

TY - JOUR

T1 - The interplay of g and mathematical abilities in large-scale assessments across grades

AU - Saß,Steffani

AU - Kampa,Nele

AU - Köller,Olaf

PY - 2017

Y1 - 2017

N2 - 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.

AB - 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.

KW - Methodological research and development

U2 - 10.1016/j.intell.2017.05.001

DO - 10.1016/j.intell.2017.05.001

M3 - Journal articles

VL - 63

SP - 33

EP - 44

JO - Intelligence

T2 - Intelligence

JF - Intelligence

SN - 1873-7935

IS - July-August 2017

ER -

ID: 694081