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

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Title: Fluid Intelligence and Competence Development in Secondary Schooling: No Evidence for a Moderating Role of Conscientiousness
Authors: Brandt, Naemi D. (ORCID 0000-0003-1221-9117), Lechner, Clemens M. (ORCID 0000-0003-3053-8701)
Source: Journal of Intelligence. 2022 10.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: indexing@mdpi.com; e-mail: jintelligence@mdpi.com; Web site: https://www.mdpi.com/journal/jintelligence
Peer Reviewed: Y
Page Count: 24
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: 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
Geographic Terms: Germany
ISSN: 2079-3200
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1354147
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Fluid Intelligence and Competence Development in Secondary Schooling: No Evidence for a Moderating Role of Conscientiousness
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  Data: <searchLink fieldCode="AR" term="%22Brandt%2C+Naemi+D%2E%22">Brandt, Naemi D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1221-9117">0000-0003-1221-9117</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lechner%2C+Clemens+M%2E%22">Lechner, Clemens M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3053-8701">0000-0003-3053-8701</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Intelligence%22"><i>Journal of Intelligence</i></searchLink>. 2022 10.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: indexing@mdpi.com; e-mail: jintelligence@mdpi.com; Web site: https://www.mdpi.com/journal/jintelligence
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  Data: 24
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  Data: 2022
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Traits%22">Personality Traits</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Abstract+Reasoning%22">Abstract Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink>
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  Data: 2079-3200
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  Data: 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.
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      Pagination:
        PageCount: 24
    Subjects:
      – SubjectFull: Intelligence
        Type: general
      – SubjectFull: Personality Traits
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Predictor Variables
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Competence
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      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Secondary School Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Reading Skills
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Abstract Reasoning
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      – SubjectFull: Intelligence Tests
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      – SubjectFull: Germany
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      – TitleFull: Fluid Intelligence and Competence Development in Secondary Schooling: No Evidence for a Moderating Role of Conscientiousness
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