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Fluid and crystallised intelligence and their relationship to school outcome

Published online by Cambridge University Press:  29 October 2015

Mary E. Marriott and
Esther Care
Mary E. Marriott
Affiliation:
University of Melbourne
Esther Care*
Affiliation:
University of Melbourne
*
Department of Learning and Educational Development, Faculty of Education, University of Melbourne, Victoria 3010, Australia, Fax: 61 8344 0975, E-mail: ecare@unimelb.edu.au
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Abstract

Few studies exist that address the relationship between the higher order factors of fluid (Go and crystallised (Gc) intelligence and Victorian Certificate of Education (VCE) outcomes. In this study, for each of five cohorts, longitudinal data have been collected over a six-year span, consisting of results from standardised achievement and ability tests and ending with achievement outcomes.Two factors, interpreted as Gf and Gc, are derived from the standardised measures. In Year 7, these measures were the Progressive Achievement Test Mathematics (PAT Moths), Progressive Achievement Test Reading Comprehension (PAT Comprehension), and the jenkins Test of Nonverbal Ability. In Year 10, the measures were the subtests of the Differential Aptitude Test (DAT).These factors are investigated in order to identify whether they are differentially important in regard to VCE Performance. The standardised measures and final VCE results were collected at a Melbourne independent girls' school from 414 exiting Year 12 students, in 1998, 1999, 2000, 2001, and 2002. Both Gf and Gc accounted for a significant amount of the variance in VCE performance, with Gc being the most significant indicator.

Keywords

Fluid and crystallised intelligenceVCE outcomeAbilityAchievement

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Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 19 , Issue 2 , 2004, pp. 97 - 108
Copyright
Copyright © Australian Psychological Society 2004

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