121416 20240319081023.0 doi 10.3390/jintelligence10040123 sideral 131910 ART-2022-131910 eng Lozano Blasco, Raquel Universidad de Zaragoza (orcid)0000-0002-0100-1449 Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis 2022 Access copy available to the general public Unrestricted Abstract: 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. info:eu-repo/semantics/openAccess by http://creativecommons.org/licenses/by/3.0/es/ 3.5 2022 PSYCHOLOGY, MULTIDISCIPLINARY 42 / 147 = 0.286 2022 Q2 T1 0.727 2022 Education 2022 Q1 Experimental and Cognitive Psychology 2022 Q2 Developmental and Educational Psychology 2022 Q2 Cognitive Neuroscience 2022 Q3 2.5 2022 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Quílez Robres, Alberto Universidad de Zaragoza (orcid)0000-0001-8473-8114 Usan, Pablo Universidad de Zaragoza (orcid)0000-0003-3789-3781 Salavera, Carlos Universidad de Zaragoza (orcid)0000-0002-8072-2390 Casasnovas-López, Raquel Universidad de Zaragoza (orcid)0000-0003-4790-531X 4009 735 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicolog.Evolut.Educac 4001 625 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Métod.Invest.Diag.Educac. 10, 4 (2022), 123 J. intell. Journal of Intelligence 2079-3200 1428692 http://zaguan.unizar.es/record/121416/files/texto_completo.pdf Versión publicada 2665609 http://zaguan.unizar.es/record/121416/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:121416 articulos driver 2024-03-18-16:25:39 ARTICLE