Does perceived chess skills mediate the relationship between fluid intelligence and academic performance?

Abstract

We analysed the association between chess skills and academic performance in primary school students. Additionally, we tested the potential mediating effect of fluid intelligence on this association. The sample consisted of 255 primary school students (48.2% girls), aged between 10 and 12 years, who had received instruction in chess. The students completed fluid intelligence measures and self-reported their chess play abilities. For the academic achievement measure, we accessed the students’ school records. Following mediation analysis, results indicated fluid intelligence to mediate the relationship between chess skills and academic performance in that students with high self-reported chess skills also had higher academic grades. We conclude that chess skills might be a reliable proxy measure of student academic achievement and fluid intelligence.