Cross-Lagged Relationships Between Cognitive Ability and Math Achievement.

ABSTRACT: The relationship between cognitive abilities and students' achievement in math is well documented. However, theoretical views on the chronological development of cognitive ability and math success remain controversial. Empirically, mutual effects between these concepts amongst primary school children have not yet been adequately addressed, because longitudinal data have mostly been limited to two measurement time points. The present study aims to fill this gap by investigating whether cognitive abilities can predict math success across time (unidirectional effect) or whether a reciprocal effect according to the theory of mutualism is more in line with longitudinal data. It also provides information on the stability of intelligence and mathematics achievement in primary school children. Tak

SUBMITTER: Fiedler D 

PROVIDER: S-EPMC12653100 | biostudies-literature | 2025 Oct

REPOSITORIES: biostudies-literature