Self-estimates of intelligence: culture and gender difference in self and other estimates of both general (g) and multiple intelligences

By Adrian Furnham. 2001

309 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/929a40b744432a7ad939390122c453573b1d9186

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In Experimental and Cognitive Psychology

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Citations in the corpus

The Relationship between Psychometric and Self-Estimated Intelligence, Creativity, Personality and Academic Achievement (2005, methodology): “What are the practical implications of this study? First, as has been consistently found in the literature on self-assessed intelligence (Furnham, 2001), males tend to give higher self-estimated creativity scores than females, despite little evidence that that is a fact.”
Measuring Trait Emotional Intelligence (2005, methodology): “, Furnham & Petrides, 2003; Pérez, 2003; Petrides, Frederickson, & Furnham, 2004). The TEIQue is predicated on the trait EI theory and model, which conceptualizes emotional intelligence as a personality trait, located at the lower levels of personality hierarchies (e.g., Petrides & Furnham, 2000b, 2”
Culture's Influence on Emotional Intelligence: An Empirical Study of Nine Countries (2014, background): “It has been suggested that culture determines the emphasis placed on the various types of intelligence in the society (e.g., Furnham, 2001).”
Personality and Intelligence: Gender, the Big Five, Self-Estimated and Psychometric Intelligence (2005, methodology): “Study 2 Consistently with the previous literature (Paulhus, Lysy, & Yik, 1998; Furnham & Rawles, 1995; Furnham, 2001a), study 1 suggested that people have some insight into their intellectual abilities (SEI) and, furthermore, that this insight is a better predictor of psychometric intelligence than…”
The Challenge and Promise of Cognitive Career Assessment (2003, unknown): “Moreover, women tend to underestimate their intelligence level (Furnham, 2001).”
Gender Differences in Self-Estimates of General, Mathematical, Spatial and Verbal Intelligence: Four Meta Analyses. (2011, methodology): “Specifically, males tend to rate their intelligence higher than females (e.g., Beloff, 1992; Bennet, 1996; Furnham & Rawles, 1995, 1999; Hamid & Lok, 1995; Hogan, 1978; 1980; see review: Furnham, 2001).”
Intellectual Competence and the Intelligent Personality: A Third Way in Differential Psychology (2006, background): “Petrides, K. V., & Furnham, A. (2001).”
Males have greater g: Sex differences in general mental ability from 100,000 17- to 18-year-olds on the Scholastic Assessment Test ☆ (2006, background): “He cited studies showing that people of both sexes consistently rate their fathers as more intelligent than their mothers (Furnham, 2001) and of self-ratings showing that males rate themselves higher than do females even after adjusting for any effects of sex differences in personality (Furnham &…”
Trait emotional intelligence: behavioural validation in two studies of emotion recognition and reactivity to mood induction (2003, methodology): “There are several salient conceptualizations, differing primarily in their scope, with some being relatively narrow (see e.g. Mayer & Salovey, 1997) and others relatively broad (see Received 26 March 2002 Copyright # 2002 John Wiley & Sons, Ltd. Accepted 28 August 2002 *Correspondence to: K. V. Petr”
The relationship between personality traits, subjectively-assessed and fluid intelligence (2005, background): “In order to standardize SAI, the normal distribution of intelligence scores was presented to the participants, with a range of 0–155, including labels for ‘‘retardation’’, ‘‘low average’’, ‘‘average’’, ‘‘high average’’ and ‘‘gifted’’ (see Furnham, 2001 ).”
Self‐Assessed Intelligence and Academic Performance (2006, background): “Although the concept of SAI has been increasingly examined with regard to both intelligence and personality (Furnham, 2001; Furnham & Rawles, 1995, 1999; Paulhus et al, 1998), the question of whether SAI has incremental validity in the prediction of AP had not been explored prior to the present stud”
Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population (2009, unknown): “Similar to the relationship between academic self-concept and academic achievement, the relationship between self-estimated intelligence and achievement is often referred to as having self-fullfilling effects (Furnham, 2001).”
Little More than Personality: Dispositional Determinants of Test Anxiety (the Big Five, Core Self-Evaluations, and Self-Assessed Intelligence). (2008, unknown): “2.2.3. Self-assessed Intelligence—SAI: ( Furnham; 2001 )”