Header

UZH-Logo

Maintenance Infos

Change in Fluid and Crystallized Intelligence and Student Achievement: The Role of Intellectual Engagement


Hülür, Gizem; Gasimova, Fidan; Robitzsch, Alexander; Wilhelm, Oliver (2018). Change in Fluid and Crystallized Intelligence and Student Achievement: The Role of Intellectual Engagement. Child Development, 89(4):1074-1087.

Abstract

Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2-year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but not changes therein, and was not associated with fluid ability. Furthermore, IE predicted change in school grades in language but not in mathematics grades or in standardized tests. These findings suggest that IE is not a major predictor of knowledge acquisition in adolescence, where degree of self-determination in intellectual behaviors may be relatively limited. Open questions for future research are addressed, including reciprocal longitudinal associations between IE and academic and cognitive development.

Abstract

Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2-year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but not changes therein, and was not associated with fluid ability. Furthermore, IE predicted change in school grades in language but not in mathematics grades or in standardized tests. These findings suggest that IE is not a major predictor of knowledge acquisition in adolescence, where degree of self-determination in intellectual behaviors may be relatively limited. Open questions for future research are addressed, including reciprocal longitudinal associations between IE and academic and cognitive development.

Statistics

Citations

Altmetrics

Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Psychology
Dewey Decimal Classification:150 Psychology
Language:English
Date:2018
Deposited On:07 Feb 2018 15:46
Last Modified:15 Jul 2018 01:01
Publisher:Wiley-Blackwell Publishing, Inc.
ISSN:0009-3920
OA Status:Closed
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.1111/cdev.12791
PubMed ID:28369877

Download

Full text not available from this repository.
View at publisher

Get full-text in a library