G and non-g influences on GPA for Hispanics and Whites: a structural equation modeling (SEM) approach to Spearman's Law of Diminishing Returns (SLDOR)

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dc.contributor.advisorCoyle, Thomas
dc.contributor.authorRichmond, Miranda
dc.contributor.committeeMemberPillow, David
dc.contributor.committeeMemberLittle, Michelle
dc.contributor.committeeMemberBeal, Dan
dc.date.accessioned2024-02-12T19:50:58Z
dc.date.available2024-02-12T19:50:58Z
dc.date.issued2015
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractSpearman's Law of Diminishing Returns (SLODR) (Spearman, 1927) assumes that the predictive validity of general intelligence (g) should be greater for lower ability groups. SLODR also assumes that the predictive validity of non-g factors (i.e., factors weakly related or unrelated to g) should be greater for higher ability groups. While prior SLODR research has examined Black-White differences (Jensen, 1998), the current study examines Hispanic-White differences. The relationship between g and non-g factors can also be discussed under the compensatory hypothesis (Chamarro-Premuzic & Furnham, 2008), which implies that lower ability can be overcome by being more conscientious. Hypothesis testing in the current study examined whether the non- g factors of conscientiousness and grit (Duckworth et al., 2007) mediated the relationship between g and college GPA in Hispanics and Whites. Through the use of multigroup confirmatory factor analyses (CFAs), relationships among g (estimated by the SAT subtests and the Wonderlic), grit, conscientiousness, and GPA were examined in Hispanics and Whites. Overall, g and conscientiousness positively predicted GPA in the full sample, although grit did not. The multigroup CFAs revealed that the non-g factors (grit and conscientiousness) did not mediate the g to GPA relationship. Ethnicity did not act as a moderating influence on any of the paths in the multigroup CFA. The results contradicted SLODR, but did lend some support to the compensatory hypothesis. This study helps to identify factors other than g that predict success in academic environments.
dc.description.departmentPsychology
dc.format.extent82 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781339034775
dc.identifier.urihttps://hdl.handle.net/20.500.12588/5089
dc.languageen
dc.subjectSpearman's law of diminishing returns
dc.subjectSEM
dc.subjectPersonality
dc.subjectSLDOR
dc.subject.classificationPsychology
dc.subject.classificationCognitive psychology
dc.subject.lcshGeneral factor (Psychology)
dc.subject.lcshPrediction of scholastic success
dc.subject.lcshAchievement motivation
dc.subject.lcshStructural equation modeling
dc.titleG and non-g influences on GPA for Hispanics and Whites: a structural equation modeling (SEM) approach to Spearman's Law of Diminishing Returns (SLDOR)
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentPsychology
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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