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Fluid intelligence and school performance and its relationship with social variables in Latin American samples

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dc.contributor.author Flores-Mendoza, C.
dc.contributor.author Mansur-Alves, M.
dc.contributor.author Ardila, R.
dc.contributor.author Rosas, R.D.
dc.contributor.author Guerrero-Leiva, M.K.
dc.contributor.author Lucio-Gómez Maqueo, M.E.
dc.contributor.author Gallegos, M.
dc.contributor.author Reategui Colareta, N.
dc.contributor.author Burga León, A.
dc.date.accessioned 2019-02-22T14:54:28Z
dc.date.available 2019-02-22T14:54:28Z
dc.date.issued 2015
dc.identifier.uri https://hdl.handle.net/20.500.12866/5637
dc.description.abstract As part of the project, "Study of the Latin-American Intelligence" (SLATINT), this study was conducted in six Latin American cities (Rosario-Argentina, Belo Horizonte-Brazil, Santiago-Chile, Bogota-Colombia, Mexico City-Mexico and Lima-Peru) and one European city (Madrid-Spain). The goal was to verify the effect of school performance on fluid intelligence and vice versa after controlling the socioeconomic variables. Students (N= 3724) between the ages of 14 and 15. years (51% females) that were enrolled in 66 schools from different socioeconomic levels, participated in this study. The Raven Standard Progressive Matrices test (SPM, fluid intelligence measure), the 2003 PISA test (school performance measure) and a short socioeconomic questionnaire were administered. Diverse multilevel analyses were conducted. The results were: 1) a positive relationship between PISA and SPM, although a stronger correlation was observed as aggregated (r= .89), rather than individual scores (r= .58) were used; 2) after controlling social variables, the PISA scores could vary up to 7.79 times due to variation in SPM scores; 3) after controlling social variables, the SPM scores could vary up to 1.4 due to variation in PISA scores; 4) the socioeconomic status of schools exerted a greater influence on PISA scores than on SPM scores; and 5) there was a variability among schools regarding school performance (35.2%) and intelligence (6.3%) which was not explained by the covariates and random effects. The impact of these results for education policies is discussed. en_US
dc.language.iso eng
dc.publisher Elsevier
dc.relation.ispartof urn:issn:1873-7935
dc.rights info:eu-repo/semantics/restrictedAccess
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject Latin America en_US
dc.subject Intelligence en_US
dc.subject School performance en_US
dc.subject SES en_US
dc.title Fluid intelligence and school performance and its relationship with social variables in Latin American samples en_US
dc.type info:eu-repo/semantics/article
dc.identifier.doi https://doi.org/10.1016/j.intell.2014.12.005
dc.subject.ocde https://purl.org/pe-repo/ocde/ford#5.01.00 es_PE
dc.subject.ocde https://purl.org/pe-repo/ocde/ford#5.01.00


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