A Cross-lag Analysis of Longitudinal Associations between Non-verbal Intelligence and Math Achievement

Tikhomirova, Tatiana; Misozhnikova, E.В.; Kuzmina, Yulia; Malykh, Sergey

doi:10.1051/itmconf/20171002007

Cited by 4 publications

(2 citation statements)

References 16 publications

(26 reference statements)

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“…Gygi et al (2017) carried out a study with different intelligence tests as a result of which it was determined that the intelligence tests predict school grades at a significant level. Tikhomirova et al (2017) found a significant link between non-verbal intelligence test scores and achievement in mathematics. A meta-analytical review conducted by Peng et al (2019) reported that fluid intelligence is moderately associated with reading skills and mathematics achievement.…”

Section: Discussionmentioning

confidence: 87%

National Non-verbal Cognitive Ability Test (BNV) Development Study

2021

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The aim of the present study is to develop a national non-verbal cognitive ability test in Turkey. Test items were developed during the first stage and applied as a pilot study on 3,073 children in the age interval of 4 to 13. The test was given its final form based on the values of item difficulty, item distinctiveness, item total score correlation. Norm study was carried out at 12 different provinces with a total of 9,129 children comprised of 4,464 females (49%) and 4,665 (51%) males. Test-retest, split-halves, KR-20, and KR-21 methods were applied for the reliability analyses of the study. Standard error, standard deviation, and reliability coefficient were calculated for the measurement. Content and construct validity along with criterion-related validity analysis methods were used for validity analyses. The KR-20 reliability coefficient obtained from the complete sample group was estimated as 0.92. Test-retest reliability coefficient was determined as 0.80. A correlation of .71 was determined between Naglieri Cognitive Ability test and BNV test. A correlation of .67 was determined between Toni-3 test and BNV test while a correlation of .86 was determined between BNV and Colored Progressive Matrices Test.

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Section: Discussionmentioning

confidence: 87%

National Non-verbal Cognitive Ability Test (BNV) Development Study

2021

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“…The studies of the structure of the relationships between cognitive characteristics and individual differences in academic achievement in different sociocultural samples show directly opposite results (e.g., Tikhomirova et al, 2017a;Deary et al, 2007).…”

Section: Problem Statementmentioning

confidence: 99%

Cognitive Predictors Of Academic Achievement At High School Age: Cross-Cultural Study

Malykh

2017

The European Proceedings of Social and Behavioural Sciences

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The aim of the study is to investigate the role of cognitive characteristics (processing speed, working memory and sense of number) and general (nonverbal intelligence) in the individual differences in academic achievement on the samples of high school children from Russia and Kyrgyzstan. These countries are characterized, on the one hand, by similarities in the organization of the national education system, and, on the other hand, differences in socioeconomic status and effectiveness of public education.The study involved 514 schoolchildren at Grades 10 & 11 from two state educational institutions. The samples were balanced by the educational microenvironment. The Russian sample was represented by 205 pupils from 15.8 to 18.8 years (41.9% of boys). The Kyrgyz sample included 309 schoolchildren from 15.3 to 18.8 years (36.4% of boys). It is shown that both in Russia and in Kyrgyzstan, the best model fit was for the speed of information processing as a key predictor of intelligence, working memory and a number sense, which in turn explained variation in the academic achievement. At the same time, we found cross-cultural differences in the interrelationships between certain cognitive development factors and academic achievement. Thus, in less favorable socioeconomic conditions, the greatest functional weight was obtained for the correlation between the speed of processing information and academic achievement through working memory and nonverbal intelligence. On the contrary, under more favorable conditions, the contribution of cognitive characteristics to the development of individual differences in academic achievement was not significant.

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Web-Based Dyscalculia Screening with Unsupervised Clustering: Moroccan Fourth Grade Students

Ikermane

Mouatasim

2022

Lecture Notes on Data Engineering and Communications Technologies

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A Cross-lag Analysis of Longitudinal Associations between Non-verbal Intelligence and Math Achievement

Cited by 4 publications

References 16 publications

National Non-verbal Cognitive Ability Test (BNV) Development Study

National Non-verbal Cognitive Ability Test (BNV) Development Study

Cognitive Predictors Of Academic Achievement At High School Age: Cross-Cultural Study

Web-Based Dyscalculia Screening with Unsupervised Clustering: Moroccan Fourth Grade Students

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