.png){kind=icon}
返回
Intelligence and school grades: A meta-analysis
.png){kind=icon}
PRE
AI
DOI：10.1016/j.intell.2015.09.002.png)
.png){kind=icon}
原文求助.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
Intelligence is considered as the strongest predictor of scholastic achievement. Research as well as educational policy and the society as a whole are deeply interested in its role as a prerequisite for scholastic success. The present study investigated the population correlation between standardized intelligence tests and school grades employing psychometric meta-analysis (Hunter & Schmidt, 2004). The analyses involved 240 independent samples with 105,185 participants overall. After correcting for sampling error, error of measurement, and range restriction in the independent variable, we found a population correlation of rho = .54. Moderator analyses pointed to a variation of the relationship between g and school grades depending on different school subject domains, grade levels, the type of intelligence test used in the primary study, as well as the year of publication, whereas gender had no effect on the magnitude of the relationship. (C) 2015 Elsevier Inc. All rights reserved.
Keyword:
Intelligence
School grades
School achievement
Meta-analysis
期刊
IF:
2.8
论文数:
2.3K
被引数:
4.4K
机构
引用论文
Students' complex problem-solving abilities: Their structure and relations to reasoning ability and educational success.png)
INTELLIGENCE
INTELLIGENCEIF2.8
PREAI
分享收藏Macho-man in school: Toward the role of gender role self-concepts and help seeking in school performance学校中的男子气概: 性别角色自我概念的作用和在学校表现中的帮助
PREAI
分享收藏
查看更多内容