Risikofaktoren der Höhe und Stabilität von kindlicher Intelligenz im Übergang zur Schule - eine entwicklungspsychologische Sichtweise

Abstract

IQ is one of the best analysed and most stable personality traits. However, few studies have analyses IQ from a developmental psychology perspective. It is well known that a child's IQ is one of the best predictors for later school achievement. Levels of individual intelligence achievements are affected decisively by biological and psychosocial risks. It is as yet not sufficiently documented, whether variance in risk factors affects IQ level and stability of intelligence achievements. This study analyses the effect total number and variability of psychosocial risk factors exert on level and stability of intelligence from a developmental psychology perspective. Furthermore it examines the effects of risk factors and IQ on completion of school and social developmental tasks in first class. The sample consisted of N=120 children (66 girls, 54 boys) aged M=6.1 years (SD=.41), who were tested twice for IQ and risks over a period of one year. Results show a significant inverse effect of risk number on children's intelligence achievements. In sum, stability of IQ was demonstrated. In association with defined variable risk factors, a decrease in total number of risks over time resulted in higher IQs. It was shown that IQ level is important for both, school and social developmental tasks. After examination of IQ, age and sex, risk number was only relevant for the completion of social tasks.