Intelligence and Its Relationship to Achievement

Abstract

ABSTRACT. This comprehensive literature review examines the link between intelligence and achievement. It also provides a brief summary of selected psychometric theories of intelligence. In attempt to gather all relevant scholarly literature, several procedures were used. A search of the key terms in the ERIC, PsycINFO, and Google Scholar databases was performed. The literature evidences that verbal abilities have stronger correlation with academic achievement than nonverbal abilities. Furthermore, verbal abilities are related to readiness to learn while nonverbal abilities are related to potential to learn. If intelligence scores are used to predict any kind of future academic performance, both verbal (readiness) and nonverbal (potential) abilities should be evaluated. Besides, in order to identify gifted and talented students, assessment of verbal abilities should accompany with the assessment of nonverbal abilities so that they will be able to survive in advanced academic programs.

The relationship between intelligence, working memory, academic self-esteem, and academic achievement

“…The main aim of the present study was thus to examine the joint role of cognitive (i.e., intelligence and working memory) and non-cognitive (i.e., academic self-esteem) skills on academic achievement in sixth and eighth graders. There is, in fact, a host of research looking at the effects of both cognitive (Kaya, Juntune, & Stough, 2015) and non-cognitive factors (Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013) on academic achievement. However, very few studies tested the joint role of all these factors on academic achievement by examining their relationship at the latent level (e.g., using structural equation modeling) (e.g., Lu, Weber, Spinath, & Shi, 2011;Pérez, Costa, & Corbí, 2012).…”

Relationship between IQ and academic performance of medical students.

“…5,6 Although intelligence and achievement are two different things, but they are strongly related to each other. 7 Intellectual power such as long-term memory, ability to think theoretically whereas https://doi.org/10.29309/TPMJ/2021.28.02.4348 2 nonintellectual power such as inspiration, selfcontrol both have impact on student's academic performance. Authorized procedures of IQ measurement exist since the early 1900s, which have been used in many researches for the evaluation of intellectual ability.…”

Academic performance and intelligence quotient of primary school children in Enugu

“…Intelligence is affected by both environmental and biologic factors [ 5 ]. Intelligence and academic performance are different but interrelated concepts as intelligence is said to be one of the most important cognitive factors responsible for the variations in achievement scores [ 6 ].…”

“…Intellectual capacity (measured as intelligence quotient or IQ) is said to be one of the determinants of poor school performance of children [ 5 ]. Academic achievement influences future personal health and is, therefore, of significant public health concerns [ 6 ]. Good education has been linked to better jobs, higher income, and higher socio-economic status; while poor school performance with its attendant risk of school dropout results in future income reductions and thereby perpetuates the inter-generational cycle of poverty.…”