A Cross-lag Analysis of Longitudinal Associations between Non-verbal Intelligence and Math Achievement

Abstract

The article presents the results of a longitudinal study of the relationship of nonverbal intelligence with success in teaching mathematics. A cross-lag analysis showed that at primary school age the empirical data is best described with the theoretical model of indirect influence of non-verbal intelligence. According to this model, non-verbal intelligence measured at Grade 3 of schooling affects the success in mathematics by the end of Grade 3, which, in turn, influences the success in mathematics by the end of primary school.