2026-04-18T07:06:56Zhttps://recercat.cat/oai/request

oai:recercat.cat:10459.1/4683562025-09-15T18:40:45Zcom_2072_3622col_2072_479130

00925njm 22002777a 4500 dc Blanch Plana, Angel author Blanco Calvo, Eduardo author 2025-04-16 This study addresses the investment hypothesis of fluid on crystallised abilities onto academic achievement (Gf → Gc → Achievement), which might hold to a greater extent at earlier than at latter educational stages. We compared this prediction with two independent groups of secondary (n = 192, 113 females) and university students (n = 210, 178 females). Structural equation models were used to evaluate the association between Gf-Gc and general intelligence (g) with academic achievement. Moreover, direct and mediation models (Gf → Gc → Achievement) represented the data better than a g-factor model in both groups of students. Direct and indirect effects of Gf-Gc were alike across both groups of students. A larger amount of variability in achievement, however, emerged for secondary students compared with university students, suggesting a more robust support for the investment hypothesis at the earlier educational stage. This research was performed within the Catalonian Consolidated Research Group SGR 1432. This project was partially funded by Departamento de Universidad, Innovación y Transformación Digital del Gobierno de Navarra: “Convocatoria de Subvenciones a Proyectos de Investigación y Transferencia del Conocimiento a realizar en centros educativos financiados con fondos públicos del año 2019”. “Ayudas a la Investigación 2019, UNED-Tudela, Obra Social la Caixa y Fundación Caja Navarra”. (496/2019). Fluid and crystallized abilities Investment hypothesis Academic performance Fluid-crystallised abilities and academic achievement in secondary education and university