Intelligence Structure Test adaptation in Latvian sample: descriptive statistics and demographic correlates

Intelligence-Structure-Test (IST) 2000R (Liepmann et al., 2007) measures verbal, numerical, and figural reasoning abilities and knowledge, and  has proved the necessity to be adapted and standardized in Latvian sample, to be used in psychological evaluation and research. The aim of this study was to investigate the descriptive statistics and demographic correlates of the given sample. The 997 participants of the research (63,19% female; aged 15 to 72; M=31,53; SD=12,63) were recruited via University’s information channels. Participants filled socio-demographic questionnaire, and were tested using supervised offline administration mode of IST Latvian version. Data show statistically significant gender differences for gender in all IST components, except figural reasoning abilities. Male showing higher results, including, general abilities: t(987) = 3,4, p <.00. Statistically significant differences for different age groups were found, including, general abilities: F(6, 976) = 11.57, p < .000, where the higher results were found for age groups: 21 to25 (M=107,44), 25 to 30 (M=106,23) and 31 to 40 (M=106,24). Statistically significant correlations were found between participants’ and their parents’ level of education and participant's test results, showing general tendency – the higher the education level, the higher are test scores in all components. The correlations were also found for academic achievement and test results, showing the strongest correlation for mathematics and general abilities (r=0.68; p<0,001) and for mathematical abilities (r=0.66; p<0,001). The research results are in accordance to previous findings on gender differences, showing that male tend to have higher results in intelligence tests. Many theories support assumption that higher results are also typical for adults in their middle life. Associations between intellectual abilities and education level of respondents and their parents support the theoretical assumption on the role of genetics and environment in intelligence. Finally, academic achievements also show its connection to intellectual abilities as in previous findings.