The Moderating Influence of School Achievement on Intelligence: A Cross-National Comparison.

Abstract

Education-related variables are positively associated with intelligence in both causal directions, but little is known about the associations' underlying genetically and environmentally intertwined processes and many 'third variables' are probably involved too. In this study, we investigated how school achievement, measured by grade point average (GPA), moderated intelligence test score variation in young adulthood in broadly representative samples from the U.S. state of Minnesota, Denmark, and Germany, attempting to improve both understanding of the importance of environmental contexts and the limitations of currently available modelling techniques to help remedy them. School achievement was positively associated with intelligence test scores in all three contexts, but it moderated variances differently, even within the two cohorts comprising the Minnesota sample. One Minnesota cohort and the German sample suggested that shared environmental variance was larger among individuals with extreme GPAs, while the Danish sample suggested that this was only true among individuals with low GPAs. In contrast to these observations, the other Minnesota cohort suggested that genetic and non-shared environmental variances were greater among individuals with high GPAs. These observations indicated that underlying individual developmental processes and population-level impacts differed. However, our statistical models did not capture these differences clearly. The ways in which they failed all suggested the model limitations involve an inability to address degrees to which environmental constraints restrain social movements that are confounded with individual variations in capacities to move within society.