Fluid Intelligence and Competence Development in Secondary Schooling: No Evidence for a Moderating Role of Conscientiousness

Autor/inn/en	Brandt, Naemi D.; Lechner, Clemens M.
Titel	Fluid Intelligence and Competence Development in Secondary Schooling: No Evidence for a Moderating Role of Conscientiousness
Quelle	In: Journal of Intelligence, 10 (2022), Artikel 27 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Brandt, Naemi D.) ORCID (Lechner, Clemens M.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Intelligence; Personality Traits; Individual Characteristics; Predictor Variables; Academic Achievement; Competence; Skill Development; Secondary School Students; Foreign Countries; Reading Skills; Mathematics Skills; Abstract Reasoning; Intelligence Tests; Germany + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Personality traits; Prädiktor; Schulleistung; Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Sekundarschüler; Ausland; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Abstraktes Denken; Denken; Intelligence test; Intelligenztest; Deutschland
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 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 (M[subscript age] = 9.29, 51% female) and gains therein until grade 7. In the second sample, we analyzed the same competencies in 4942 seventh graders (M[subscript age] = 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01