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Predictors of the IQ-achievement gap in France: A longitudinal analysis

Ava Guez, Thelma Panaïotis, Hugo Peyre and Franck Ramus

Intelligence, 2018, vol. 69, issue C, 104-116

Abstract: Why do some children under-perform at school relative to their level of cognitive abilities? So far, previous studies on the topic have been conducted on cross-sectional data or have focused on a limited range of predictors. In this large longitudinal study on 23,258 French middle school students, we examined the relative effects of a wide range of contextual and individual factors on academic performance beyond the effect of non-verbal IQ. Data were analyzed using a structural equation modeling approach, cross-sectionally and longitudinally. Cross-sectional models revealed that self-efficacy, school environment, parental education and sex were the most predictive factors of achievement independently from non-verbal IQ (the latter being by far the best predictor). A longitudinal analysis showed that school environment and parental education also significantly affected progression between grade 6 (11–12 years old) and grade 9 (14–15 years old), while non-verbal IQ and other factors played a minor role.

Keywords: Academic achievement; Intelligence; Socio-economic environment; Self-efficacy; Sex; Longitudinal study (search for similar items in EconPapers)
Date: 2018
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