The Relationship Between Early Cognitive Ability, Middle Childhood IQ, and Adolescent Achievement

• In Event: 33.071 - Intelligence and Creativity: Constructs and Implications

Abstract

In this study, the Fullerton longitudinal data provided a unique opportunity to examine the relationship between the early cognitive ability, the middle childhood IQ, and the adolescent achievement by applying the structural equation modeling method. The sequential order of the MSCA scores (from 30-month to 42-month), the WISC-R scores (from six-year-old to eight-year-old), and the WJ-R scores (from 11-year-old to 17-year-old) made it possible and meaningful to build the mediation model and made the results interpretable. The mediation effect of the middle childhood IQ on the relationship between the early cognitive ability and the adolescent achievement was significant.

Authors

• Huihui Yu, University of Connecticut

• D. Betsy Mccoach, University of Connecticut

• Allen W. Gottfried, California State University - Fullerton

• Adele Eskeles Gottfried, California State University - Northridge