Intelligence and school grades: A meta-analysis

By Bettina Roth, Nicolas Becker, Sara Romeyke, S. Schäfer, Florian Domnick, F. Spinath. 2015

466 citations recorded by the source corpus.

Abstract 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 ρ = .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.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c20684bc9373b8f4db298e4394c7c182f9ba1f4f

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Sex differences in academic strengths contribute to gender segregation in education and occupation: A longitudinal examination of 167,776 individuals (2017, unknown): “Furthermore, academic achievement, as in grade point average (GPA), has been linked with cognitive performance (Coyle & Pillow, 2008; Gygi, Hagmann-von Arx, Schweizer, & Grob, 2017; Rosander & Bäckström, 2014; Roth et al., 2015).”
Education and Cognitive Functioning Across the Life Span (2020, background): “Cognitive ability is perhaps the most important of these: Reported correlations between general cognitive ability and scholastic achievement range from .4 to .7 (Deary, Strand, Smith, & Fernandes, 2007; Johnson, Deary, & Iacono, 2009; Mackintosh, 2011; Roth et al., 2015).”
Emotional intelligence predicts academic performance: A meta-analysis. (2019, methodology): “, Schmidt, F. L., & Le, H. (2006). Implications of direct and”