Low IQ as a predictor of unsuccessful educational and occupational achievement: A register-based study of 1,098,742 men in Denmark 1968–2016

Hegelund, Emilie Rune; Flensborg‐Madsen, Trine; Dammeyer, Jesper; Mortensen, Erik Lykke

doi:10.1016/j.intell.2018.10.002

Cited by 47 publications

(32 citation statements)

References 24 publications

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“…Some evidence also suggests that group performance measures are more sensitive to between-group variability at the lower end of the cognitive ability distribution such that groups with lower levels of average IQ tend to show stronger correlations with group performance than do groups with higher levels of average IQ (Bell 2007 ). A similar phenomenon has been observed with individuals, where more predictive value is contained in lower compared to the upper end of IQ distributions (e.g., Hegelund et al 2018 ). The complement of this is known as the cognitive ability differentiation hypothesis (also known as Spearman’s Law of Diminishing Returns) which predicts correlations between cognitive ability tests to be weaker and less g loaded for those who perform at the upper end of the IQ distribution (Blum and Holling 2017 ).…”

Section: Discussionsupporting

confidence: 75%

g versus c: comparing individual and collective intelligence across two meta-analyses

2021

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Collective intelligence (CI) is said to manifest in a group’s domain general mental ability. It can be measured across a battery of group IQ tests and statistically reduced to a latent factor called the “c-factor.” Advocates have found the c-factor predicts group performance better than individual IQ. We test this claim by meta-analyzing correlations between the c-factor and nine group performance criterion tasks generated by eight independent samples (N = 857 groups). Results indicated a moderate correlation, r, of .26 (95% CI .10, .40). All but four studies comprising five independent samples (N = 366 groups) failed to control for the intelligence of individual members using individual IQ scores or their statistically reduced equivalent (i.e., the g-factor). A meta-analysis of this subset of studies found the average IQ of the groups’ members had little to no correlation with group performance (r = .06, 95% CI −.08, .20). Around 80% of studies did not have enough statistical power to reliably detect correlations between the primary predictor variables and the criterion tasks. Though some of our findings are consistent with claims that a general factor of group performance may exist and relate positively to group performance, limitations suggest alternative explanations cannot be dismissed. We caution against prematurely embracing notions of the c-factor unless it can be independently and robustly replicated and demonstrated to be incrementally valid beyond the g-factor in group performance contexts.

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Section: Discussionsupporting

confidence: 75%

g versus c: comparing individual and collective intelligence across two meta-analyses

2021

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“…This was also found in the current study, when long-term sickness absence was also included in the outcome, among the men with the lowest level of education and in relation to health-related LMM. IQ and educational qualification appear to be strongly linked as previous research suggest that low IQ is an important predictor for unsuccessful educational achievement at age 30 [ 37 ]. Even though IQ and education are highly correlated they can still act as moderators for each other in relation to health outcomes [ 38 , 39 ]; for example, cognitive ability is an independent predictor of long-term sickness absence [ 40 ].…”

Section: Discussionmentioning

confidence: 99%

Educational differences in labor market marginalization among mature-aged working men: the contribution of early health behaviors, previous employment histories, and poor mental health

2020

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Background Social inequalities in labor force participation are well established, but the causes of these inequalities are not fully understood. The present study aims to investigate the association between educational qualification and labor market marginalization (LMM) among mature-aged working men and to examine to what extent the association can be explained by risk factors over the life course. Method The study was based on a cohort of men born between 1949 and 1951 who were examined for Swedish military service in 1969/70 and employed in 2000 (n = 41,685). Data on educational qualification was obtained in 2000 and information on the outcome of LMM (unemployment, sickness absence, and disability pension) was obtained between 2001 and 2008. Information on early health behaviors, cognitive ability, previous employment histories, and mental health was collected from conscription examinations and nationwide registers. Results Evidence of a graded association between years of education and LMM was found. In the crude model, compared to men with the highest level of education men with less than 12 years of schooling had more than a 2.5-fold increased risk of health-related LMM and more than a 1.5-fold increased risk of non-health-related LMM. Risk factors measured across the life course explained a large part of the association between education and health-related LMM (33–61%) and non-health-related LMM (13–58%). Conclusions Educational differences remained regarding LMM among mature-aged workers, even after considering several important risk factors measured across the life course. Previous health problems and disrupted employment histories explained the largest part of the associations.

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“…En la Comunidad Autónoma de la Región de Murcia (CARM), de acuerdo con la Resolución de 3 de septiembre de 2003, es posible destacar que las actuaciones del POAP tienen como objetivos fomentar el conocimiento de las propias capacidades, intereses y valores, adquirir información sobre las vías académicas y profesionales, tener contacto con el mundo laboral y ser capaz de tomar decisiones. Ciertas necesidades educativas se han asociado con un mayor riesgo de abandono escolar (Reissner, Knollmann, Spie, Jost, Neumann, y Hebebrand, 2019) y de inserción laboral (Hegelund, Flensborg--Madsen, Dammeyer, y Mortensen, 2018). Por este motivo, es preciso analizar los colectivos sobre los que debe intervenir el POAP y las herramientas de que dispone el sistema educativo.…”

Section: Plan De Orientación Académica Y Profesional (Poap)unclassified

“…Del análisis del RD 83/1996 y de la Resolución de 3 de septiembre de 2003 se extrae que este proceso debe compartirse por la comunidad educativa. La finalidad es que sea beneficiada su integración en la vida del centro (Reissner, 2019) e inserción laboral (Hegelund, 2018).…”

Section: Discusión Y Conclusionesunclassified

Análisis de la orientación académica y profesional en Educación Secundaria y su adaptación al alumnado con necesidad específica de apoyo educativo

Jiménez¹,

Ramón

Esteban³

et al. 2020

REIFOP

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Esta investigaciónanaliza el desarrollo de la orientación académica y profesional en Educación Secundaria y su adaptación al alumnado con necesidad específica de apoyo educativo (ACNEAE). Se trata de un estudio descriptivo de diseño ex post facto. El muestreo ha sido intencional y por conveniencia. La muestra fue de N=13 Institutos de Educación Secundaria (IES) de titularidad pública del municipio de Murcia (España). El cuestionario aplicado mide las características de los centros estudiados, el procedimiento de la orientación académica y profesional y analiza la respuesta dada por la comunidad educativa al ACNEAE a través del programa de orientación académico y profesional (POAP). Los resultados muestran la situación actual de la orientación educativa, la participación de los agentes educativos y el grado de inclusión de los elementos del POAP. Las conclusiones del estudio giran en torno a la necesidad de una mayor participación de la comunidad educativa en el proceso de orientación académica y profesional y adaptación del plan de orientación académica y profesional a las necesidades del alumnado. La información derivada de esta investigación puede ser de utilidad para diseñar programas específicos de desarrollo de la madurez vocacional. This research analyzes the development of academic and vocational guidance in secondary education, especially students with special educational needs. This is a descriptive study of ex post facto design. Sampling was intentional and convenience. The sample attained was composed of N=13 public Secondary Schools of the municipity of Murcia. The questionnaire implemented measures the characteristics of the centers studied, the procedure of academic and professional guidance and analyzes the response of this process in students with educational needs by means of the academic and professional orientation program. The results show the current situation of educational orientation, the participation of educational agents in the POAP and the analysis of the main elements that compose this program. The conclusions of this paper revolve around the following themes: the need for greater participation of the educational community in the process of academic and professional guidance and a greater adaptation of plan for academic and vocational guidance according to the needs presented by the students. The information derived from this research can be useful for designing specific programs so students with educational needs can develop their vocational attitude.

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Low IQ as a predictor of unsuccessful educational and occupational achievement: A register-based study of 1,098,742 men in Denmark 1968–2016

Cited by 47 publications

References 24 publications

g versus c: comparing individual and collective intelligence across two meta-analyses

g versus c: comparing individual and collective intelligence across two meta-analyses

Educational differences in labor market marginalization among mature-aged working men: the contribution of early health behaviors, previous employment histories, and poor mental health

Análisis de la orientación académica y profesional en Educación Secundaria y su adaptación al alumnado con necesidad específica de apoyo educativo

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