Culture Fair Research Articles

Speed- and accuracy-related measures of an intelligence test are differentially predicted by the speed and accuracy measures of a cognitive task

Raw scores on time-limited multiple-choice intelligence tests are determined by incorrect responses and missing answers. Both these error types were previously found to be negatively related to each other. Individual differences in the emphasis on speed or accuracy can explain this finding. But even though individual differences in the emphasis on speed or accuracy have been identified not only in intelligence tests but also in cognitive tasks, little is known about their interplay. Therefore the aim of the present study was to investigate to what degree speed- and accuracy-related performance scores of an intelligence test can be predicted by speed and accuracy measures of cognitive tasks, respectively. For this purpose, 200 participants completed Cattell's Culture Fair Intelligence Test (CFT 20-R) and performed the Swaps Task, an experimental cognitive task. To investigate the interplay between the speed and the accuracy measures of both kinds of task, a latent variable approach was used. Overall, the emphasis on speed or accuracy was not systematically related to the intelligence score. However, closer inspection of the data revealed that reaction times, but not errors rates, in the Swaps Task predicted the number of not-reached items as an indicator of speed in the CFT 20-R. At the same time, error rates, but not reaction times, in the Swaps Task predicted incorrect responses as an indicator of accuracy in the CFT 20-R. Taken together, speed- and accuracy-related performance scores of an intelligence test were predicted by speed and accuracy measures of a cognitive task, respectively. Most important, however, the finding that the emphasis on speed or accuracy was not significantly related to intelligence scores clearly indicated that this emphasis does not interfere with the validity of the intelligence test.

Assessing Differential Item Functioning on the Test of Relational Reasoning

The Test of Relational Reasoning (TORR) is designed to assess the ability to identify complex patterns within visuospatial stimuli. The TORR is designed for use in school and university settings, and therefore, its measurement invariance across diverse groups is critical. In this investigation, a large sample, representative of a major U.S. university on key demographic variables, was collected, and the resulting data were analyzed using a multi-group, multidimensional item-response theory model-comparison procedure. No significant differential item functioning (DIF) was found on any of the TORR items across any of the demographic groups of interest. This finding is interpreted as evidence of the cultural fairness of the TORR, and potential test-development choices that may have contributed to that cultural fairness are discussed.

Fluid intelligence and gross structural properties of the cerebral cortex in middle-aged and older adults: A multi-occasion longitudinal study

According to Parieto-Frontal Integration Theory (P-FIT, Jung and Haier, 2007), individual differences in a circumscribed set of brain regions account for variations in general intelligence (g). The components of g, fluid (Gf) and crystallized (Gc) reasoning, exhibit distinct trajectories of age-related change. Because the brain also ages differentially, we hypothesized that age-related cognitive and neural changes would be coupled. In a sample of healthy middle-aged and older adults, we examined changes in Gf (operationalized by Cattell Culture Fair Test) and Gc (indexed by two vocabulary tests) as well as in structural properties of 19 brain regions. We fitted linear mixed models to the data collected on 73 healthy adults who participated in baseline assessment, with 43 returning for at least one follow-up, and 16 of them contributing four repeated assessments over seven years. We observed age differences as well as longitudinal decline in Gf, contrasted to a lack of age differences and stability in Gc. Cortical thickness and cortical volume exhibited significant age differences and longitudinal declines, which were accelerated in P-FIT regions. Gf (but not Gc) was associated with cortical thickness, but no such relationship was found for cortical volume. Uniformity of cognitive change (lack of reliable individual differences) precluded examination of the coupling between cognitive and brain changes. Cortical shrinkage was greater in high-Gc individuals, whereas in participants with higher Gf cortical volume slower volume shrinkage was observed.

Routine to Rare Risk - A Case Study of Firecracker Explosion Disaster in India.

Introduction:In India quite a few religious festivals and cultural fairs are accompanied by public display of fireworks. The grandeur of the festivals is often evaluated by the common man with respect to its colorful firework displays. Firecracker accidents during mass fireworks at public display venues may be disastrous in its consequences and damages. A fire cracker disaster which occurred during a religious public firework display event at Puttingal in Kerala, India was documented and analyzed to figure out the safety concerns and good practices, towards making a reference for effective emergency management.Methods:The fire cracker incident was studied on the broader perspective of disaster management. Inputs from agencies involved in emergency response, casualty management, damage assessment and general administration as well as the perspective of victims and the public who witnessed the event was incorporated in to the study through participatory observation, field visits and face to face discussions.Result:The response followed by the firecracker explosion was analyzed in three phases based on the time frame of response. Influence of traditions and culture in firework organization, the mandatory legal requirements for firework displays and the current safety practices followed were evaluated in the background of this rare firecracker risk which turned out to be a major disaster in the state of Kerala in India.Conclusion:Public display of fireworks in Puttingal temple was organised despite of the legal permission from competitive authority. Negligence of law, non-sensitivity of public towards fire work safety, competitive nature of event organizers and social pressure from religious groups traversed the basic fire work safety requirements, ultimately triggered the largest fire cracker disaster in Kerala.

Role of Intelligence Quotient (IQ) on anxiety and behavior in children with hearing and speech impairment.

To assess and compare the role of IQ on anxiety and behavior of children with and without hearing and speech impairment. A total of 120 children of age group 7-14 years were included in the study, of which control group comprised of 60 normal healthy children and 60 hearing and speech impaired children formed the study group. The study was done in two consecutive sessions. First appointment for Culture Fair Intelligence Test and second appointment for RMS pictorial anxiety score (RMS-PS) and Frankl behavior rating which were assessed during oral prophylaxis. IQ of children with hearing and speech impairment was lower as compared to normal healthy children. There was a positive correlation between IQ and anxiety in children with hearing and speech impairment while no correlation was found with behavior. Children with hearing and speech impairment are less anxious and more cooperative compared to normal healthy child in the dental setting and are, therefore, easier to manage.

ABSTRACT INTELLIGENCE OF GRADUATE STUDENTS IN RELATION TO THEIR RISK TAKING BEHAVIOUR

The study was conducted to determine the relationship between abstract intelligence of graduate students in relation to their risk taking behaviour. The participants were 600 degree college students of Haryana state studying in different streams viz. Art, Science, Commerce, Pharmacy and Education. Cattell and Cattell Culture Fair (Free) intelligence Scale by Kapoor, Rao and Singh. {Scale III(CFIS-III)} for measuring abstract intelligence and Risk Taking Questionnaire (RTQ) by V.N.Sinha and P.N.Arora were used for the study. Mean, Standard Deviation and ‘z’ test were used for compare the values among different groups. The result of the study shows that the male students were significantly differ in abstract intelligence than the female students studying at graduate level while the male and female students studying in professional courses at graduate level does not differ in abstract intelligence whereas male male students were significantly differ in abstract intelligence than the female students studying in non professional courses at graduate level

Do Early Intelligent Scores Predict Long-term Achievement: A Quadrennial Longitudinal Study

The Purpose of the Study: In this study, establishing a linear regression model that explain academic achievement in terms of assessing academic achievement and intelligence is aimed. Method: In this study, a longitudinal pattern is designed by using 85 students' scores of Culture Fair Intelligence Test (CFIT) (evaluated in 5th grade), Primary Mental Abilities Ages (PMAA) (evaluated in 7th grade) and Transition From Basic To Secondary Education (TEOG) (evaluated in 8th grade). Findings and Conclusion: Findings show that there is positively meaningful relation between PMAA and TEOG scores. In established regression model, the scores of PMAA is seemed to explain the 14% of the variance. This finding is thought to prove that TEOG is based on the skill of reading comprehension rather than reasoning. For further studies, it is suggested to consider the predictors of personal variables in addition to academic achievement and intelligence scores.

'I'm Black and I'm Proud': A Majority Ecological Context Protects Affective Aspects of Black Identity Under Stereotype Threat.

We provide evidence that stereotype threat, a phenomenon that causes stigmatized individuals to experience group-based evaluative concerns (Steele in Am Psychol 52:613-629, 1997; Whistling Vivaldi and other clues to how stereotypes affect us, W.W. Norton, New York, 2010), impacts affective aspects of Black identity as a function of majority versus minority ecological contexts. Black/African-American students, enrolled in either Africana Studies (Black ecological majority) or Psychology (Black ecological minority), completed private and public regard subscales from the Multidimensional Inventory of Black Identity (Sellers et al. in Pers Soc Psychol Rev 2:18-39, 1998) at baseline (Time 1) and after being randomly assigned to a stereotype threat or no-threat/control condition (Time 2). In threat, participants were introduced to a 'puzzle' task as diagnostic of intellectual abilities, whereas in no-threat the same task was introduced as culture fair, such that people from different racial/ethnic groups had performed similarly on this task in the past. In Psychology, students under threat exhibited a simultaneous decrease and increase in private and public regard, respectively, a pattern shown in the literature to be associated with discrimination-based distress and lesser well-being in Black ecological minority environments. In contrast, Africana Studies students' racial identity under threat remained intact. We discuss the protective effects of Africana Studies on racial identity and implications for educational reform.

Psychological Measurement: Critical Analysis of Psychological Testing in Personnel Selection

<p>This paper examines the importance of psychological testing in personnel selection. Selection is a process of hiring the job applicant who will be most successful in meeting job demands. Poor hiring can be costly to an organisation, thus, they rely on different techniques of selection, testing is the most commonly used. An attempt is made to understand the history of testing, use of testing in selection procedure, and various kinds of test used with main emphasis on the cognitive ability and personality testing. It also attempts to critically analyse some of the issues associated with testing, with emphasis on the validity and utility of tests. The issue of cultural fairness, biases and discrimination has also been explored.</p>

Trend of De La Salle Lipa Education Graduates’ Performance in the Licensure Examination for Teachers (LET) from 2011 to 2015

This study aimed to examine the trend of performance of De La Salle Lipa (DLSL) education graduates in the Licensure Examination for Teachers (LET). Quantitative trend analysis employed on the data collected from records officially released by the Professional Regulation Commission (PRC) for the years 2011 to 2015 revealed that the performance of both elementary and secondary education passers were significantly higher than the national passing rates and showed a significant relationship between the graduates’ English proficiency and their LET- General Education performance. When grouped according to their profile, there were significant differences in the education graduates’ performance in terms of the year LET was taken, their GPA, and results of English Proficiency and Culture Fair Intelligence Tests but not in terms of their field of specialization. These results were considered in proposing a syllabus incorporating the strategies to further improve the program offerings of the Education Department particularly in terms of curriculum development, recruitment and selection of qualified students, continuous professional training for faculty, and more intensified LET review for the education graduates. Findings of the study showed that DLSL is eligible to qualify as a Center of Development in Teacher Education in the area of instructional quality.

Fluid intelligence, emotional intelligence, and the Iowa Gambling Task in children

This study explored the roles of fluid intelligence and emotional intelligence (EI) in predicting performance on the Iowa Gambling Task (IGT) in intellectually average and gifted children. One hundred and twenty-five average children and ninety-eight gifted children were tested with Cattell's Culture Fair Intelligence Test, the Trait Emotional Intelligence Questionnaire-Child Form and the IGT. It was currently found that intellectually gifted children demonstrated better IGT performance than their average peers, including superior decision-making strategies, decision-making speeds and conceptual knowledge stages in the IGT. Fluid intelligence and emotional intelligence played different roles in predicting IGT performance in average and gifted children: average children's IGT performance was related to fluid intelligence and EI, whereas gifted children's IGT performance was associated only with fluid intelligence. IGT performance was more strongly associated with cognitive processes compared to emotional processes. The present study helps to explain how cognitive and emotional processes interact in intellectually average and gifted children's decision making.

ANEMIA, PRESTASI, DAN KECERDASAN PADA REMAJA AWAL LAKI-LAKI DAN PEREMPUAN

Background. Anemia and IDD are interlinked nutritional problem especially indeveloping countries. Anemic conditions has been known to decreased iodiumefectivity. Attention in adolescence nutritional status is still limited that studies onnutrition and micronutrient status of adolescents are still needed. Relationshipsbetween micronurient and cognitive development in adolescents require clarification.Objective. To determine the relationship between anemia status with cognitivefunction, using level of intelligence and learning achievement, in early adolescenceperiode. Method. This was a cross-sectional study conducted in the Bulu and Kedudistrict, Temanggung. Samples were 120 first grade junior high school students. Datacollected include cognitive function, with level of intelligence and learning achievementas indicators. Intelligence was measured with CFIT (Culture Fair Intelligence Test)and academic achievement measured by standardized tests on mathematics. Anemiastatus was measured with hemoglobin levels using CyanmetHb method. Researchdata were analyzed by independent sample t-test and linear regression. Results. Theresults showed that student with cognitive function with intelligence level indicator onis quite high (62.9%). Female in early adolescent had 1.5 times risks to have anemiathan male, but statistically not significant (OR: 1.55; 95% CI; 0.61-3.93). There wasno association between anemia status (p>0.05) and gender (p>0.05) with intelligence(p>0.05) and learning achievement (p>0.05). Intelligence level contributed most tomathematics achievement (beta=0.257 p<0.05). Conclusion. There is no differencein the level of intelligence and learning achievement in early adolescence period,based on the anemia status and gender. Intelligence is a dominant factor influencingmathematics achievement. Further research is necessary in the middle or lateadolescence to obtain more comprehensive understanding in the effect of anemiaon adolescents cognitive function.Keywords: anemia status, cognitive function, early adolescents

Brain Gym To Increase Academic Performance Of Children Aged 10-12 Years Old ( Experimental Study in Tembalang Elementary School and Pedalangan Elementary School Semarang)

Academic performance becomes an important determinant of individual quality. it is determined by the function of affective, cognitive, psychomotor, and intelligence. Brain gym can improve learning processes and integrate all areas that related to the learning process. To prove the effect of brain gym towards academic performance of children aged 10-12 years. This study was a quasy experiment study with one group pre and post test design. Samples (n=18 male=7 and female=11) were taken from five and six grader and conducted in Tembalang and Pedalangan Elementary School, Semarang. Pretest were administered, followed by brain gym, and post test administered in the end of study. The measurement of Intelligence Quotient pre and post test using Culture Fair Intelligence Test Scale 2. Among the 18 subjects (male=7 and female=11) the average of academic performance and IQ score after brain gym showed improvement. The Improvement of IQ score with Culture Fair Test Scale 2 was analyzed by Dependent T test showed significant results (p=0,000). The improvement of Bahasa score was analyzed by Wilcoxon test showed significant results (p=0,001), an unsignificant result were shown in Mathematics p=0,079 and natural sciences p=0,306. Brain gym can increase academic performance of children aged 10-12 years old.

The cultural fairness of the 12-item General Health Questionnaire among diverse adolescents.

The 12-item general health questionnaire (GHQ-12) was used in the Longitudinal Study of Young People in England (LSYPE; N = 15,770) to collect measures on adolescent mental health. Given the debate in current literature regarding the dimensionality of the GHQ-12, this study examined the cultural sensitivity of the instrument at the item level for each of the 7 major ethnic groups within the database. This study used a hybrid approach of ordinal logistic regression and item response theory (IRT) to examine the presence of differential item functioning (DIF) on the questionnaire. Results demonstrated that uniform, nonuniform, and overall DIF were present on items between White and Asian adolescents (7 items), White and Black Caribbean adolescents (1 item), and White and Black African adolescents (7 items), however all McFadden's pseudo R² effect size estimates indicated that the DIF was negligible. Overall, there were cumulative small scale level effects for the Mixed/Biracial, Asian, and Black African groups, but in each case the bias was only marginal. Findings demonstrate that the GHQ-12 can be considered culturally sensitive for adolescents from diverse ethnic groups in England, but follow-up studies are necessary. Implications for future education and health policies as well as the use of IR-based approaches for psychological instruments are discussed. (PsycINFO Database Record

External Validity of the Indonesian Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV-ID)

In this research, we investigated the external validity of WAIS-IV-ID using other intelligence tests and educational achievement as criteria. We had 194 participants in total. The results showed the Full-Scale IQ score (FSIQ) of the WAIS-IV-ID had moderate yet significant correlation with three intelligence tests, namely Standard Progressive Matrices (SPM, n = 194), Cattell’s Culture Fair Intelligence Test (CFIT, n = 134), and the Wechsler-Bellevue Intelligence Scale (WBIS, n = 44). There was also a significant positive correlation between the FSIQ and educational achievement score, the Grade Point Average (GPA, n = 51). The four indexes of the WAIS-IV-ID had a significant positive correlation with the SPM, CFIT, and WBIS, except for Verbal Comprehension Index (VCI). We found significant correlations between full-scale IQ with GPA. For the index score, we found significant correlations between Processing Speed Index (PSI) with GPA. We conclude that the WAIS-IV-ID is valid externally.

Hans J. Eysenck and Raymond B. Cattell on intelligence and personality

The two most prominent individual differences researchers of the twentieth century were Hans J. Eysenck and Raymond B. Cattell. Both were giants of scientific psychology, each publishing scores of books and hundreds of empirical peer-reviewed journal articles. Influenced by Hebb's distinction between physiological (Intelligence A) and experiential (Intelligence B), Eysenck focused on discovering the underlying biological substrata of intelligence. Analogously, Cattell proposed the Gf–Gc theory which distinguishes between fluid and crystallised intelligence. Cattell's Culture Fair Intelligence Test (CFIT), a measure primarily of fluid intelligence, was constructed specifically to minimise differences in test bias in IQ scores between different ethnic/racial groups. Within the personality realm, Eysenck adopted a pragmatic three-factor model as measured via the Eysenck Personality Questionnaire (EPQ-R) and its variants. In contrast, Cattell employed a lexical approach that resulted in a large number of primary and secondary normal and abnormal personality trait dimensions, measured via the Sixteen Personality Factor Questionnaire (16PF), and the corresponding Clinical Analysis Questionnaire (CAQ), respectively. Recent molecular genetics findings provide empirical confirmation of Eysenck and Cattell's positions on the biological underpinnings of personality and ability traits, allowing an improved understanding of the causes of individual differences.

Status gizi dan motivasi belajar sebagai faktor risiko terhadap kemampuan kognitif anak sekolah dasar di daerah endemik GAKY

&lt;p&gt;ABSTRACT&lt;/p&gt;&lt;p&gt;&lt;br /&gt;Background: More than 200 million children under 5 years old in developing countries are not fulfilled its development potential. Child potential development is influenced by several factors, such as biological factors, psychosocial, physical, social, culture, and socio-economic. People living in iodine deficiency area have intelligent quotient (IQ) up to 13.5 point lower than those living in the area with suffi cient iodine. The result of iodinized salt monitored by Sleman District Health Offi ce showed total goitre rate (TGR) of school children in Subdistrict of Cangkringan, District of Sleman was 39.5, which was categorized as severe iodine deficiency.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;Objective: To identify nutritional status (anthropometry), academic achievement, and learning motivation as risk factors of cognitive ability of elementary children in IDD endemic area.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;Method: The study used case control design. Samples consisted of 107 children with cognitive ability below average (score IQ&amp;lt;90) as cases and 198 children with cognitive ability above average (score IQ≥90) as controls. Data of cognitive ability were obtained through culture fair intelligence test (CFIT), anthropometric assessment for nutritional status, clean score of Indonesian and mathematics for academic achievement, and questionnaire for learning motivation of children. Data were processed descriptively and analytically using chi-square and t-test.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;Result: The prevalence of short nutritional status was 25.9%. There was signifi cant association between nutritional status (height/age) (p=0.46), learning motivation (p=0.03), and academic achievement (Indonesian, p=0.00, mathematics, p=0.000), and cognitive ability. There was no association between nutritional status (Body Mass Index/age) and cognitive ability (p=0.109). Children with short nutrition status had risk 1.7 times greater for lower cognitive ability. Children with low learning motivation had risk 3.3 times greater for low cognitive ability.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;Conclusion: Children with cognitive ability above average had nutritional status (height/ age), learning motivation, and academic achievement (Indonesia and mathematics) better than those with cognitive ability below average.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;KEYWORDS: cognitive, nutritionl status, learning motivation, academic achievement, iodine deficiency disorder&lt;/p&gt;&lt;p&gt;&lt;br /&gt;ABSTRAK&lt;/p&gt;&lt;p&gt;&lt;br /&gt;Latar belakang: Lebih dari 200 juta anak di bawah 5 tahun di negara berkembang tidak terpenuhi potensi perkembangannya. Potensi perkembangan anak dipengaruhi oleh beberapa faktor, yaitu faktor biologis, psikososial, fisik, sosial budaya serta, sosial ekonomi. Masyarakat yang tinggal di daerah defisiensi iodium memiliki intelligent quotient (IQ) hingga 13,5 point lebih rendah dibandingkan masyarakat yang tinggal di daerah cukup yodium. Hasil pemantauan garam beryodium oleh Dinas Kesehatan Sleman menunjukkan total goitre rate (TGR) anak sekolah di Kecamatan Cangkringan Kabupaten Sleman adalah 39,5%, yang tergolong dalam endemik berat.&lt;/p&gt;&lt;p&gt;Tujuan: Mengetahui bahwa status gizi (antropometri), prestasi belajar, dan motivasi belajar sebagai faktor risiko terhadap kemampuan kognitif anak sekolah dasar di daerah endemik GAKY.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;Metode: Jenis penelitian adalah studi kasus kontrol. Jumlah subjek penelitian yaitu kelompok kasus 107 anak dengan kemampuan kognitif di bawah rata-rata (skor IQ&amp;lt;90) dan kontrol 198 anak dengan kemampuan kognitif di atas rata-rata (skor IQ&amp;gt;90). Pengumpulan data kemampuan kognitif dengan menggunakan culture fair intelligence test (CFIT), pengukuran antropometri untuk status gizi, nilai murni Bahasa Indonesia dan matematika untuk prestasi belajar dan kuesioner untuk motivasi belajar anak. Data diolah secara deskriptif&lt;br /&gt;analitik menggunakan uji chi-square dan uji beda t-test.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;Hasil: Prevalensi status gizi pendek sebesar 25,9%. Terdapat hubungan signifi kan antara status gizi (TB/U) (p=0,046), motivasi belajar (p=0,03), dan prestasi belajar (Bahasa Indonesia, p=0,00, matematika, p=0,00) dengan kemampuan kognitif. Tidak terdapat hubungan signifi kan antara status gizi (IMT/U) dengan kemampuan kognitif (p=0,109). Anak dengan status gizi pendek berisiko 1,7 kali memiliki kemampuan kognitif di bawah rata-rata daripada anak normal. Anak dengan motivasi rendah berisiko 3,3 kali memiliki&lt;br /&gt;kemampuan kognitif di bawah rata-rata.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;Kesimpulan: Anak dengan kemampuan kognitif di atas rata-rata memiliki status gizi, motivasi belajar, dan prestasi belajar (Bahasa Indonesia maupun matematika) yang lebih baik daripada yang memiliki kemampuan kognitif di bawah rata-rata.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;KATA KUNCI: kognitif , status gizi, motivasi belajar, prestasi belajar, endemik GAKY&lt;/p&gt;

Predicting Fluid Intelligence by Components of Reaction Time Distributions from Simple Choice Reaction Time Tasks

Mean reaction times (RT) and the intra-subject variability of RT in simple RT tasks have been shown to predict higher-order cognitive abilities measured with psychometric intelligence tests. To further explore this relationship and to examine its generalizability to a sub-adult-aged sample, we administered different choice RT tasks and Cattell’s Culture Fair Intelligence Test (CFT 20-R) to n = 362 participants aged eight to 18 years. The parameters derived from applying Ratcliff’s diffusion model and an ex-Gaussian model to age-residualized RT data were used to predict fluid intelligence using structural equation models. The drift rate parameter of the diffusion model, as well as σ of the ex-Gaussian model, showed substantial predictive validity regarding fluid intelligence. Our findings demonstrate that stability of performance, more than its mere speed, is relevant for fluid intelligence and we challenge the universality of the worst performance rule observed in adult samples.

The relation over time between achievement motivation and intelligence in young elementary school children: A latent cross-lagged analysis

Children undergo considerable change in both their intelligence and achievement motivation during their early elementary school years. Previous studies have already identified a significant correlation between the achievement motive and intelligence. However, it is still unknown whether and to which extent both variables might influence each other in their development. This study examined how hope for success and fear of failure were each linked over time with intelligence and vice versa. A sample of N = 157 first-graders (M = 6.67 years, SD = 0.50) was followed for 9 months. At two measurement occasions, the children were administered the Culture Fair Intelligence Test – Scale 1 and a questionnaire assessing achievement motivation. After establishing measurement invariance across time, latent cross-lagged analyses were applied. Results showed that base-level fear of failure negatively predicted development in intelligence (β = −0.26), especially in children with lower base-level intelligence, whereas there was no effect of hope for success. Results are discussed with regard to potential mediating factors and implications for instruction to foster both motivational and intellectual development in elementary school children.

Supplemental Material for The Cultural Fairness of the 12-Item General Health Questionnaire Among Diverse Adolescents

Supplemental Material for The Cultural Fairness of the 12-Item General Health Questionnaire Among Diverse Adolescents