000121416 001__ 121416
000121416 005__ 20240319081023.0
000121416 0247_ $$2doi$$a10.3390/jintelligence10040123
000121416 0248_ $$2sideral$$a131910
000121416 037__ $$aART-2022-131910
000121416 041__ $$aeng
000121416 100__ $$0(orcid)0000-0002-0100-1449$$aLozano Blasco, Raquel$$uUniversidad de Zaragoza
000121416 245__ $$aTypes of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis
000121416 260__ $$c2022
000121416 5060_ $$aAccess copy available to the general public$$fUnrestricted
000121416 5203_ $$aAbstract: The concept of intelligence has been extensively studied, undergoing an evolution from a unitary concept to a more elaborate and complex multidimensional one. In addition, several
research studies have focused their efforts for decades on the study of intelligence as a predictor of academic performance of students at different educational stages, being a stable and highly
relevant predictor along with other variables such as executive functions, social context, culture or parental guardianship. Thus, the present study, based on a systematic review and meta-analysis,
includes 27 studies with a total sample of 42,061 individuals. The main objective was to analyse the relationship between intelligence and academic performance using different predictive models
that include moderating variables such as country of origin, type of intelligence, gender and age. The findings of this research highlight the significant, positive and moderate relationship between
intelligence and academic performance (r = 0.367; p < 0.001), highlighting the predictive capacity on school performance when the type of intelligence (general and implicit; 35%) or the country of
origin (45%) is taken as a moderating variable, with the explanatory models on age or sex not being significant. Therefore, it can be concluded that intelligence, in addition to being a good predictor of
academic performance, is influenced depending on the type of intelligence or theoretical model taken as a reference, and also depending on the country or culture of origin.
000121416 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000121416 590__ $$a3.5$$b2022
000121416 592__ $$a0.727$$b2022
000121416 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b42 / 147 = 0.286$$c2022$$dQ2$$eT1
000121416 593__ $$aEducation$$c2022$$dQ1
000121416 593__ $$aExperimental and Cognitive Psychology$$c2022$$dQ2
000121416 593__ $$aDevelopmental and Educational Psychology$$c2022$$dQ2
000121416 593__ $$aCognitive Neuroscience$$c2022$$dQ3
000121416 594__ $$a2.5$$b2022
000121416 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000121416 700__ $$0(orcid)0000-0001-8473-8114$$aQuílez Robres, Alberto$$uUniversidad de Zaragoza
000121416 700__ $$0(orcid)0000-0003-3789-3781$$aUsan, Pablo$$uUniversidad de Zaragoza
000121416 700__ $$0(orcid)0000-0002-8072-2390$$aSalavera, Carlos$$uUniversidad de Zaragoza
000121416 700__ $$0(orcid)0000-0003-4790-531X$$aCasasnovas-López, Raquel$$uUniversidad de Zaragoza
000121416 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000121416 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000121416 773__ $$g10, 4 (2022), 123$$pJ. intell.$$tJournal of Intelligence$$x2079-3200
000121416 8564_ $$s1428692$$uhttps://zaguan.unizar.es/record/121416/files/texto_completo.pdf$$yVersión publicada
000121416 8564_ $$s2665609$$uhttps://zaguan.unizar.es/record/121416/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000121416 909CO $$ooai:zaguan.unizar.es:121416$$particulos$$pdriver
000121416 951__ $$a2024-03-18-16:25:39
000121416 980__ $$aARTICLE