General intelligence and socioeconomic status as strong predictors of student performance in latin american schools: Evidence from pisa items

Flores-Mendoza, Carmen; Ardila, Rubén; Gallegos, Miguel; Reategui-Colareta, Norma

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dc.contributor.author	Flores-Mendoza, Carmen
dc.contributor.author	Ardila, Rubén
dc.contributor.author	Gallegos, Miguel
dc.contributor.author	Reategui-Colareta, Norma
dc.date.accessioned	2021-12-29T11:42:32Z
dc.date.available	2021-12-29T11:42:32Z
dc.date.issued	2021
dc.identifier.uri	http://repositorio.ucm.cl/handle/ucm/3675
dc.description.abstract	Numerous technical—scientific reports have demonstrated that student performance variability is linked to several factors, especially socioeconomic factors. For a century, differential psychology has shown that students’ socioeconomic level has little or no relevance in the explanation of student performance variation when the intellectual factor is considered. Here we present a study on a student samples (N = 1264) aged 13 to 16 yrs, enrolled in 32 schools from five Latin American countries (Argentina, Brazil, Chile, Colombia, and Peru). A short version of the PISA test (composed by 16 items) and five cognitive measures were administered, in addition to a socioeconomic questionnaire. Multilevel analysis (marginal models) indicated that general intelligence (g-factor) and socioeconomic school status were robust predictors, and the students’ socioeconomic status very little accounted for the variation in the PISA test. This study concludes that education policy must incorporate individual differences in intelligence, beyond socioeconomic variables, as an important predictor variable in student performance studies.	es_CL
dc.language.iso	en	es_CL
dc.rights	Atribución-NoComercial-SinDerivadas 3.0 Chile	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/cl/	*
dc.source	Frontiers in Education, 6, 632289	es_CL
dc.subject	Intelligence	es_CL
dc.subject	G factor	es_CL
dc.subject	Latin america	es_CL
dc.subject	School performance	es_CL
dc.title	General intelligence and socioeconomic status as strong predictors of student performance in latin american schools: Evidence from pisa items	es_CL
dc.type	Article	es_CL
dc.ucm.facultad	Facultad de Ciencias de la Educación	es_CL
dc.ucm.indexacion	Scopus	es_CL
dc.ucm.uri	www.frontiersin.org/articles/10.3389/feduc.2021.632289/full	es_CL
dc.ucm.doi	doi.org/10.3389/feduc.2021.632289	es_CL