Contributions of Crystallized Cross-Domain Knowledge and Fluid Relational Reasoning Ability on Ninth-Grade Students' Academic Performance

• In Event: AERA Virtual Poster Session 8
  In Poster Session: Motivation and Cognitive Processes

Abstract

This study investigated how measures of both crystallized cross-domain knowledge (i.e., Language Skills, Mathematics, and Reading Comprehension) and fluid relational reasoning ability (Test of Relational Reasoning - TORR) contribute to high-school students’ academic performance. The participants for this study were 211 ninth-grade enrolled in an all-male high school. Results of a series of multivariate multiple linear regression tests revealed that fluid relational reasoning was the strongest unique predictor of performance for ninth-grade students. Crystallized cross-domain was found to be not as strong of a predictor as fluid relational reasoning on the outcome measures. Results suggest that students who have greater fluid relational reasoning abilities may perform better on these assessments.

Author

• Peter Baggetta, Gonzaga College High School