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Short Author Bio(s)

Gordon teaches at the University of Central Florida where he is an associate professor in school psychology. He earned his Ph.D. at the University of Florida. The topics of his research and instruction include academic achievement, assessment, ethics and legal issues, intervention, school psychology, and supervision. His research in the scholarship of teaching and learning focuses on student knowledge acquisition to inform instruction and improve student learning outcomes.

Dr. Benson is assistant professor of school psychology at The University of South Dakota. He received his Ph.D. in school psychology from the University of Florida. Dr. Benson’s teaching and research interests focus on psychological and educational assessment, intelligence, personality, academic achievement, the profession of school psychology, and the scholarship of teaching and learning. He is currently an Associate Editor for the Journal of Psychoeducational Assessment and currently serves on the editorial boards for School Psychology Quarterly and Estudos de Psicologia.

Dr. Judit Szente is Associate Professor and Coordinator of the Education Ph.D. at the University of Central Florida. She received her Ph.D. from the University at Buffalo. Dr. Szente has participated in international teaching/learning programs in Hungary, Bulgaria, Denmark, England, the United States, Ethiopia, Japan, and Italy. She is an Editorial Board member of the Journal of Early Childhood Teacher Education and the Early Childhood Education Journal and member of the Committee on Global Diversity of the American Association of Colleges for Teacher Education (AACTE). Her interests include international collaborations; international development, and improving the educational outcomes of our students. From Fall 2007, Dr. Szente has served as a United Nations Representative of the Association for Childhood Education International (ACEI).

Abstract

This study investigated the effects of general intelligence and seven specific cognitive abilities on college-age students’ mathematics achievement. The present investigation went beyond previous research by employing structural equation modeling. It also represents the first study to examine the direct and indirect effects of general and specific cognitive abilities, simultaneously, on the mathematics achievement of college-age students. A model developed using the Cattell-Horn-Carroll theory of intelligence was the theoretical model used in all analyses. Data from 1,054 college-age students who participated in the standardization of the Woodcock–Johnson III (Woodcock, McGrew, & Mather, 2001) were divided into a calibration sample set and validation sample set. The calibration data set was used for model testing and modification and the independent validation sample data set was used for model validation. The specific areas of intelligence demonstrating direct effects on the mathematics achievement dependent variable were Crystallized Intelligence and Fluid Reasoning. The effects of general intelligence were found to be indirect in the college-age sample. Implications for instruction and intervention to improve college student’s mathematics achievement are provided.

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