Brandt Naemi D, Lechner Clemens M
Department of Psychology, Educational Psychology and Personality Development, von-Melle-Park 5, 20146 Hamburg, Germany.
GESIS-Leibniz Institute for the Social Sciences, P.O. Box 12 21 55, 68072 Mannheim, Germany.
J Intell. 2022 Apr 28;10(2):27. doi: 10.3390/jintelligence10020027.
Fluid intelligence and conscientiousness are important predictors of students' academic performance and competence gains. Although their individual contributions have been widely acknowledged, less is known about their potential interplay. Do students profit disproportionately from being both smart and conscientious? We addressed this question using longitudinal data from two large student samples of the German National Educational Panel Study. In the first sample, we analyzed reading and mathematics competencies of 3778 fourth graders ( = 9.29, 51% female) and gains therein until grade 7. In the second sample, we analyzed the same competencies in 4942 seventh graders ( = 12.49, 49% female) and gains therein until grade 9. The results of (moderated) latent change score models supported fluid intelligence as the most consistent predictor of competence levels and gains, whereas conscientiousness predicted initial competence levels in mathematics and reading as well as gains in mathematics (but not reading) only in the older sample. There was no evidence for interaction effects between fluid intelligence and conscientiousness. We found only one statistically significant synergistic interaction in the older sample for gains in reading competence, which disappeared when including covariates. Although our findings point to largely independent effects of fluid intelligence and conscientiousness on competence gains, we delineate avenues for future research to illuminate their potential interplay.
流体智力和尽责性是学生学业成绩和能力提升的重要预测指标。尽管它们各自的作用已得到广泛认可，但对于它们之间潜在的相互作用却知之甚少。聪明且尽责的学生是否能获得不成比例的益处？我们利用德国国家教育面板研究中两个大型学生样本的纵向数据来解决这个问题。在第一个样本中，我们分析了3778名四年级学生（平均年龄 = 9.29岁，51%为女生）的阅读和数学能力以及到七年级时这些能力的提升情况。在第二个样本中，我们分析了4942名七年级学生（平均年龄 = 12.49岁，49%为女生）的相同能力以及到九年级时这些能力的提升情况。（调节后的）潜在变化得分模型的结果支持流体智力是能力水平和提升的最一致预测指标，而尽责性仅在年龄较大的样本中预测了数学和阅读的初始能力水平以及数学能力的提升（但不是阅读能力的提升）。没有证据表明流体智力和尽责性之间存在交互作用。我们在年龄较大的样本中仅发现了一个关于阅读能力提升的具有统计学意义的协同交互作用，在纳入协变量后该作用消失了。尽管我们的研究结果表明流体智力和尽责性对能力提升的影响在很大程度上是独立的，但我们仍为未来研究指明了方向，以阐明它们潜在的相互作用。
