Cognition and classroom quality as predictors of math achievement in the kindergarten year

A. Nayena Blankson, Clancy Blair

Research output: Contribution to journalArticle


Using a sample of 171 children, we examined classroom quality as a potential moderator of the link between three distinct but related aspects of cognition (fluid intelligence, crystallized intelligence, and executive functioning) and math achievement across the kindergarten year. Multilevel modeling analyses were conducted to account for nesting of students within classrooms. Results revealed significant aptitude by treatment interactions for fluid and crystallized intelligence, suggesting that classroom practices may affect children differently depending on their abilities. Children with higher levels of fluid intelligence and of crystallized intelligence fared better in higher quality classrooms. Results also provide some support for Cattell's investment hypothesis. Implications of the results are discussed.

Original languageEnglish (US)
Article number918
Pages (from-to)32-40
Number of pages9
JournalLearning and Instruction
Publication statusPublished - Feb 1 2016



  • Achievement
  • Crystallized intelligence
  • Executive functioning
  • Fluid intelligence
  • Math

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this