Evidence on the interrelation of intelligence development and the development of domain-specific academic achievement is still inconclusive. We investigated the longitudinal relation between these 2 constructs in the domains mathematics and reading. Data from 6 large adolescent student samples (N_total = 24,828) from 4 longitudinal studies were analyzed using an integrated approach. Continuous time models corroborate the assumption that intelligence and academic achievement are reciprocally related over the course of 9 months, a time period that approximates the length of a school year. Reciprocal relations were observed regardless of the achievement indicator employed (standardized test score or report card grade) and the academic domain. Multigroup analyses demonstrated that the strengths of associations between intelligence and the indicators of academic achievement was robust across sexes. Our rigorous tests of the interrelation between intelligence and academic achievement underscore the importance of adolescents' learning opportunities not only for achievement in academic domains, but for intelligence development more generally.

关于智力发展与特定领域学术成就发展之间相互关系的证据仍然没有定论。我们调查了这两个结构在数学和阅读领域之间的纵向关系。来自 6 个大型青少年学生样本的数据（_共N = 24,828) 来自 4 项纵向研究，使用综合方法进行分析。连续时间模型证实了这样一个假设，即智力和学业成绩在 9 个月的过程中相互关联，这个时间段近似于一个学年的长度。无论采用何种成就指标（标准化考试成绩或成绩单等级）和学术领域，都可以观察到相互关系。多组分析表明，智力与学业成绩指标之间的关联强度在不同性别之间是稳健的。我们对智力和学业成绩之间相互关系的严格测试强调了青少年学习机会的重要性，不仅对学术领域的成就，而且对更普遍的智力发展。