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Predictors of the IQ-achievement gap in France: A longitudinal analysis

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  • Guez, Ava
  • Panaïotis, Thelma
  • Peyre, Hugo
  • Ramus, Franck

Abstract

Why do some children under-perform at school relative to their level of cognitive abilities? So far, previous studies on the topic have been conducted on cross-sectional data or have focused on a limited range of predictors. In this large longitudinal study on 23,258 French middle school students, we examined the relative effects of a wide range of contextual and individual factors on academic performance beyond the effect of non-verbal IQ. Data were analyzed using a structural equation modeling approach, cross-sectionally and longitudinally. Cross-sectional models revealed that self-efficacy, school environment, parental education and sex were the most predictive factors of achievement independently from non-verbal IQ (the latter being by far the best predictor). A longitudinal analysis showed that school environment and parental education also significantly affected progression between grade 6 (11–12 years old) and grade 9 (14–15 years old), while non-verbal IQ and other factors played a minor role.

Suggested Citation

  • Guez, Ava & Panaïotis, Thelma & Peyre, Hugo & Ramus, Franck, 2018. "Predictors of the IQ-achievement gap in France: A longitudinal analysis," Intelligence, Elsevier, vol. 69(C), pages 104-116.
    • Handle: RePEc:eee:intell:v:69:y:2018:i:c:p:104-116
    DOI: 10.1016/j.intell.2018.05.008
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    References listed on IDEAS

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    1. Guez, Ava & Peyre, Hugo & Le Cam, Marion & Gauvrit, Nicolas & Ramus, Franck, 2018. "Are high-IQ students more at risk of school failure?," Intelligence, Elsevier, vol. 71(C), pages 32-40.

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