Abstract
Bifactor models can clarify how general and specific intelligence factors relate to general and specific academic achievements. By modeling specific group factors that are orthogonal to the general factors one can establish systematic correlations between corresponding non-g residuals of general intelligence and achievement factors. Using data from the National Longitudinal Survey of Youth 1997 (NLSY97; n=2155), bifactor models were estimated for cognitive ability tests (intelligence, scholastic aptitude) and high school grade point averages (GPA), presuming group factors for numeric/mathematics and for verbal/language content, respectively. The three general factors (intelligence, scholastic aptitude, GPA) were highly correlated. The group factors evidenced convergent validity for numeric abilities and mathematics achievement; the remaining group factor correlations were small. The results demonstrate that besides substantial correlations of the general factors, specific non-g abilities can be successfully linked to specific group factors of academic achievement.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
