Intelligence and educational achievement

• Ian J. Deary ^[1] ; Pauline Smith ^[3] ; Cres Fernandes ^[3] ; Steve Strand ^[2]
  1. [1] University of Edinburgh

     University of Edinburgh

     Reino Unido

     
  2. [2] University of Warwick

     University of Warwick

     Reino Unido

     
  3. [3] NFER-Nelson

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• Localización: Intelligence: a multidisciplinary journal, ISSN 0160-2896, Vol. 35, Nº. 1, 2007, págs. 13-21
• Idioma: inglés
• DOI: 10.1016/j.intell.2006.02.001
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• Dialnet Métricas: 35 Citas
• Resumen

  • This 5-year prospective longitudinal study of 70,000 + English children examined the association between psychometric intelligence at age 11 years and educational achievement in national examinations in 25 academic subjects at age 16. The correlation between a latent intelligence trait (Spearman's g from CAT2E) and a latent trait of educational achievement (GCSE scores) was 0.81. General intelligence contributed to success on all 25 subjects. Variance accounted for ranged from 58.6% in Mathematics and 48% in English to 18.1% in Art and Design. Girls showed no advantage in g, but performed significantly better on all subjects except Physics. This was not due to their better verbal ability. At age 16, obtaining five or more GCSEs at grades A⁎–C is an important criterion. 61% of girls and 50% of boys achieved this. For those at the mean level of g at age 11, 58% achieved this; a standard deviation increase or decrease in g altered the values to 91% and 16%, respectively.