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Fluid Intelligence and Competence Development in Secondary Schooling: No Evidence for a Moderating Role of Conscientiousness
[Zeitschriftenartikel]
Abstract Fluid intelligence and conscientiousness are important predictors of students’ academic performance and competence gains. Although their individual contributions have been widely acknowledged, less is known about their potential interplay. Do students profit disproportionately from being both smart ... mehr
Fluid intelligence and conscientiousness are important predictors of students’ academic performance and competence gains. Although their individual contributions have been widely acknowledged, less is known about their potential interplay. Do students profit disproportionately from being both smart and conscientious? We addressed this question using longitudinal data from two large student samples of the German National Educational Panel Study. In the first sample, we analyzed reading and mathematics competencies of 3778 fourth graders (Mage = 9.29, 51% female) and gains therein until grade 7. In the second sample, we analyzed the same competencies in 4942 seventh graders (Mage = 12.49, 49% female) and gains therein until grade 9. The results of (moderated) latent change score models supported fluid intelligence as the most consistent predictor of competence levels and gains, whereas conscientiousness predicted initial competence levels in mathematics and reading as well as gains in mathematics (but not reading) only in the older sample. There was no evidence for interaction effects between fluid intelligence and conscientiousness. We found only one statistically significant synergistic interaction in the older sample for gains in reading competence, which disappeared when including covariates. Although our findings point to largely independent effects of fluid intelligence and conscientiousness on competence gains, we delineate avenues for future research to illuminate their potential interplay.... weniger
Thesaurusschlagwörter
Intelligenz; Kompetenz; Schulerfolg; Schulleistung; Persönlichkeit
Klassifikation
Persönlichkeitspsychologie
Freie Schlagwörter
competence development; conscientiousness; fluid intelligence; interaction; secondary school; German National Educational Panel Study (NEPS), Starting Cohort 2 (waves 6 and 9, 2015/16 and 2018/19), Starting Cohort and 3 (waves 3 and 5, 2012/13 and 2014/15)
Sprache Dokument
Englisch
Publikationsjahr
2022
Zeitschriftentitel
Journal of Intelligence, 10 (2022) 2
Heftthema
Special Issue: Intelligence, Competencies, and Learning
DOI
https://doi.org/10.3390/jintelligence10020027
ISSN
2079-3200
Status
Veröffentlichungsversion; begutachtet (peer reviewed)