Psychometric Intelligence and Achievement: A Cross-Lagged Panel Analysis.

By Marley W. Watkins, Pui‐wa Lei, Gary L. Canivez. 2007

197 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d126fe75c290b76473e99327342ff769192cf1a0

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance (2014, background): “Fluid and crystallized intelligence are additional candidate factors that may explain individual differences in test performance, probably independent of participants' age (e.g., Jensen, 1998; Watkins et al., 2007).”
Predicting Achievement in Mathematics in Adolescent Students (2013, background): “This is not surprising given that the learning process at school is g-demanding and that g is an empirically well-established predictor of academic achievement (Jensen, 1998; Laidra et al., 2007; Mackintosh, 1998; Watkins et al., 2007), especially in the mathematics domain (Deary et al.”
Mental number line, number line estimation, and mathematical achievement : Their interrelations in grades 5 and 6 (2009, background): “A very recent study suggesting that intelligence influences mathematical achievement was conducted by Watkins, Lei, and Canivez (2007) .”
Fluid Intelligence as a Predictor of Learning: A Longitudinal Multilevel Approach Applied to Math. (2010, background): “Location in article Query / remark Please insert your reply or correction at the corresponding line in the proof Q1 The citation 'Watkins, Lei, & Canivez, 2006' (original) has been changed to 'Watkins et al., 2007'.”
Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests (2012, methodology): “First, although a stated strength of this study was the cross-sectional nature of the data, our discussion of hypothesized causal relations between COG-g and specific CHC broad factors causing or influencing achievement must be tempered by the fact that crosssectional data were utilized.”