期刊
EUROPEAN JOURNAL OF PERSONALITY
卷 21, 期 5, 页码 667-706出版社
WILEY
DOI: 10.1002/per.634
关键词
intelligence; knowledge; education; student assessment; educational achievement; OECD; IEA
International cognitive ability and achievement comparisons stem from different research traditions. But analyses at the interindividual data level show that they share a common positive manifold. Correlations of national ability means are even higher to very high (within student assessment studies, r=.60-.98; between different student assessment studies [PISA-sum with TIMSS-sum] r =.82-.83; student assessment sum with intelligence tests, r =. 85-86). Results of factor analyses indicate a strong g-factor of differences between nations (variance explained by the first unrotated factor: 94-95%). Causes of the high correlations are seen in the similarities of tests within studies, in the similarities of the cognitive demands for tasks from different tests, and in the common developmental factors at the individual and national levels including known environmental and unknown genetic influences. Copyright (C) 2007 John Wiley & Sons, Ltd.
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