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“Developing Talents: A Longitudinal Examination of Intellectual Ability and Academic Achievement”, McCoach et al 2017

2017-mccoach.pdf: “Developing talents: A longitudinal examination of intellectual ability and academic achievement”⁠, D. Betsy McCoach, Huihui Yu, Allen W. Gottfried, Adele Eskeles Gottfried (2017-03-14; ; backlinks; similar):

The Fullerton Longitudinal Study offers an unique opportunity to model the stability of intelligence and achievement and their relations from elementary through secondary school.

Using latent variable modeling, we fit a cross-lagged panel model to examine the relations between intelligence and achievement in 2 academic domains: mathematics and reading.

Findings: revealed that students’ achievement is highly stable across the school years. Childhood intelligence is a strong predictor of initial mathematics and reading achievement. After age 7-years, intelligence is not predictive of either mathematics or reading achievement after accounting for prior achievement. Students who enter school with strong academic skills tend to maintain their academic advantage throughout their elementary and secondary education.

We discuss the implications of these results for talent development.

[Keywords: intelligence, academic achievement, longitudinal model, ability, IQ]

“Issues in Early Prediction and Identification of Intellectual Giftedness”, Gottfried et al 2009

2009-gottfried.pdf: “Issues in Early Prediction and Identification of Intellectual Giftedness”⁠, Allen W. Gottfried, Adele Eskeles Gottfried, Diana Wright Guerin (2009-01-01; ; backlinks)

“Development of Gifted Motivation: Longitudinal Research and Applications”, Gottfried & Gottfried 2009b

2009-gottfried-2.pdf: “Development of gifted motivation: Longitudinal Research and Applications”⁠, Adele Eskeles Gottfried, Allen W. Gottfried (2009-01-01; ; backlinks)

Miscellaneous