Self‐Assessed Intelligence and Academic Performance

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Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population (2009, unknown): “…review), personality traits (e.g., Blickle, 1996; Bratko, Chamorro-Premuzic, & Saks, 2006; Chamorro-Premuzic & Furnham, 2003; see also De Raad & Schouwenburg, 1996) and mediating constructs (e.g., Chamorro-Premuzic & Furnham, 2006a,b; Elliot & McGregor, 2001) in both school and university domains.”
Gender Differences in Self-Estimates of General, Mathematical, Spatial and Verbal Intelligence: Four Meta Analyses. (2011, background): “Given that self-estimates of intelligence have been found to affect academic performance independently of (“tested”) cognitive abilities (Chamorro-Premuzic & Furnham, 2006; Chamorro-Premuzic, Harlaar, Greven, & Plomin, 2010), and in light of the widely accepted claim that self-perceptions of…”
Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance (2010, methodology): “This is consistent with the idea that lower ability students may use soft skills to compensate for their poorer analytic/reasoning skills, just as conscientious students are more likely to use soft skills to improve their academic performance (Chamorro-Premuzic & Furnham, 2006b).”