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INTELLIGENCE AND ACHIEVEMENT: A FACTOR ANALYTIC AND CANONICAL CORRELATIONAL STUDY
Abstract
Scores on the Wechsler Intelligence Scale for Children-Revised, the Wide Range Achievement Test, and the SRA Achievement Series were collected from 160 children (80 girls, 80 boys), age 9-12, selected from a small, urban school district in the midwest. Data were initially submitted to a principal factor analysis with varimax rotation, which yielded four factors subsequently labelled Verbal Comprehension, Numerical, Written Language, and Performance. Canonical variates were extracted for the purpose of examining redundancy between the intelligence and achievement batteries. Results indicated a functional overlap which accounted for 31.0% of the variance of the WISC-R subtests and 47.2% of the variance of the combined WRAT and SRA subtests. Functional overlap of the WRAT and SRA subtests was found to be moderate and more nearly symmetrical, and the convergent and discriminant validity of selected achievement subtests was examined and judged to be adequate. Results were discussed in terms of the relevance of studies on the external validity of the WISC-R to the topic of test bias, of the legitimacy of the current practice of examining intelligence-achievement discrepancies in the verification of learning disabilities, and of the utility of the WRAT and SRA batteries in psychoeducational decision-making.
Subject Area
Educational psychology
Recommended Citation
WRIGHT, DANNY DUANE, "INTELLIGENCE AND ACHIEVEMENT: A FACTOR ANALYTIC AND CANONICAL CORRELATIONAL STUDY" (1984). ETD collection for University of Nebraska-Lincoln. AAI8423845.
https://digitalcommons.unl.edu/dissertations/AAI8423845