| Abstract [eng] |
Considerable evidence exists today to suggest that the need for personality test is growing (Hambleton R., 2005). And the intelligence tests are not an exception, which are the main and the sure method to measure intelligence. There is a need to get the valid and reliable intelligence tests, which will help more deeply to get to know human’s abilities in Lithuania as well. This study presents the singularity of a structure of schoolchildren’s intelligence, researching by one of the first adapted intelligent test in Lithuania. This is WIT intelligent test, designed for professional suitability diagnostics for youth and adults. The major intelligence structure components of this test are sustained by Thurstone L. and Spearman theory. The intelligence’s quality is often connected with test’s validity coefficient. The validity is defined as validity coefficient which measures what has to be measures (Anastasi and Urbina, 1997, p 8). Intelligence structure research is carried out separately for test validity in each country because of the lingual and cultural differences. And one of the comprehensive methods to research the test’s validity is factor analyses. This research presents Lithuanian representative schoolchildren group’s data, which are a part of adapted and standardized WIT intelligence test in Lithuania. A standardization sample of 531 Lithuanian schoolchildren with age range from 13 to 19 years was formed by means of stratified random choice technique. The data analysis consists from WIT intelligence test construct’s validity and the singularity of factors between sexes, age and mental ability level dependence on environmental conditions. The test’s factor structure consists of seven Thurstone’s factors: space, number, verbal comprehension, word fluency, memory, reasoning, perceptual speed. Results: 1. Model consists of three factors: Number, Verbal comprehension, Space in most appropriate way describes the intelligence structure of Lithuanian schoolchildren. The reasoning factor was founded by confirmatory analysis and it can be interpreted among schoolchildren’s data. 2. Extinguishing of g factor affirms the validity of full scale IQ both in all samples as well as in gender and age groups. 3. Lithuanian schoolchildren’s intelligence factor structure are the same independent of test‘s variant, age, sexes. 4. Environment factors such as parent’s education, school’s type influence schoolchildren’s intellectual development: the superior schoolchildren parent’s education, the higher are his/her mental abilities. The type of school has significant correlation just with verbal comprehension: schoolchildren from gymnasium have bigger results in this ability as schoolchildren from professional or secondary schools. 5. There is no difference between Lithuanian and German intelligence factor structure, researching by WIT. |
