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A Multilevel Analysis of Associations Between Children's Coloured Progressive Matrices Performances and Self-Rated
Lisa Di Blas1, Giacomo De Osti1
1Department of Life Sciences, University of Trieste, 34127 Trieste, Italy.
Journal of Intelligence
|August 27, 2025
Summary
This study explored personality and nonverbal intelligence in students, finding that the Imagination trait is a stronger predictor of intelligence test scores in less homogenous classrooms. Classroom environment impacts personality and performance.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Cognitive Science
Background:
- Previous research on personality and nonverbal intelligence in students often overlooked nested data structures.
- Classroom variability is crucial for understanding student development and performance.
- The Five Factor Model (FFM) provides a framework for personality assessment.
Purpose of the Study:
- To investigate the relationship between self-rated personality traits and nonverbal intelligence in a nested classroom setting.
- To examine how classroom-level factors, such as class size and homogeneity, influence this relationship.
- To analyze between-classroom variability in nonverbal intelligence scores.
Main Methods:
- A cross-sectional study involving 447 third- to sixth-grade students nested within 32 classrooms.
- Administration of Raven's Coloured Progressive Matrices (CPM) for nonverbal intelligence assessment.
- Utilized multilevel modeling with class-mean centering to analyze personality and classroom effects on CPM scores.
Main Results:
- Significant differences in average nonverbal intelligence (CPM) scores were found across classrooms.
- A significant association was identified between the Imagination trait and nonverbal intelligence.
- Imagination was a stronger predictor of CPM scores in classrooms with lower intelligence homogeneity.
Conclusions:
- The study highlights the importance of considering nested data structures in educational research.
- Classroom environment and homogeneity significantly moderate the relationship between personality and nonverbal intelligence.
- Further research is needed on how classroom dynamics influence children's personality and cognitive performance.
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