• Steffani Saß
  • Nele Kampa
  • Olaf Köller
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.
Original languageEnglish
IssueJuly-August 2017
Pages (from-to)33-44
Number of pages12
StatePublished - 2017

    Research areas

  • Methodological research and development

ID: 694081