Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis
Lozano Blasco, Raquel (Universidad de Zaragoza) ; Quílez Robres, Alberto (Universidad de Zaragoza) ; Usan, Pablo (Universidad de Zaragoza) ; Salavera, Carlos (Universidad de Zaragoza) ; Casasnovas-López, Raquel (Universidad de Zaragoza)
Resumen: 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.
Idioma: Inglés
DOI: 10.3390/jintelligence10040123
Año: 2022
Publicado en: Journal of Intelligence 10, 4 (2022), 123
ISSN: 2079-3200
Factor impacto JCR: 3.5 (2022)
Categ. JCR: PSYCHOLOGY, MULTIDISCIPLINARY rank: 42 / 147 = 0.286 (2022) - Q2 - T1
Factor impacto CITESCORE: 2.5 - Social Sciences (Q2) - Neuroscience (Q3) - Psychology (Q3)
Factor impacto SCIMAGO: 0.727 - Education (Q1) - Experimental and Cognitive Psychology (Q2) - Developmental and Educational Psychology (Q2) - Cognitive Neuroscience (Q3)
Tipo y forma: Article (Published version)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
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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.
Idioma: Inglés
DOI: 10.3390/jintelligence10040123
Año: 2022
Publicado en: Journal of Intelligence 10, 4 (2022), 123
ISSN: 2079-3200
Factor impacto JCR: 3.5 (2022)
Categ. JCR: PSYCHOLOGY, MULTIDISCIPLINARY rank: 42 / 147 = 0.286 (2022) - Q2 - T1
Factor impacto CITESCORE: 2.5 - Social Sciences (Q2) - Neuroscience (Q3) - Psychology (Q3)
Factor impacto SCIMAGO: 0.727 - Education (Q1) - Experimental and Cognitive Psychology (Q2) - Developmental and Educational Psychology (Q2) - Cognitive Neuroscience (Q3)
Tipo y forma: Article (Published version)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. Exportado de SIDERAL (2024-03-18-16:25:39)
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Este artículo se encuentra en las siguientes colecciones:
Articles > Artículos por área > Métodos de Investigación y Diagnóstico en Educ.
Articles > Artículos por área > Psicología Evolutiva y de la Educación
Record created 2023-01-26, last modified 2024-03-19