Association between Non-Verbal Intelligence and Academic Performance of Schoolchildren from Taza, Eastern Morocco

Abstract

Interest in identifying factors influencing educational success is growing. It is often observed that a group of students share the same external variables (school environment) yet have different results, which states that individual variables have more impact on the determination of academic performance. Therefore, the present study aimed to substantiate this fact by investigating the association between non-verbal fluid intelligence and academic performance in a population of schoolchildren in Eastern Morocco. The investigation was a cross-sectional study based on a self-administered questionnaire. Items included the standard Raven’s progressive matrices. Students’ grades were collected from the administrative offices of the visited schools. Significant and positive correlations between the non-verbal intelligence scores and the school results were found: for the general average, the correlation was 0.574; for the school subject French, the correlation coefficient was 0.475; and for mathematics, we found a relatively low coefficient of 0.381. Non-verbal fluid intelligence significantly and positively predicted academic performance (β = .574, p = .000). These results call for policymakers to implement the use of intelligence tests with school directors and teachers as a diagnostic tool to guide support efforts for low-achieving children and even to create pilot classes for the best-performing students.

Mental Representations as The Students’ Academic Success Predictor

“…Intellectual humility determines the efficiency of fulfilling tasks of different complexity degrees and efficiency of coping with problems in future life (Ratu, Rai and Savitri, 2021). Flexible intelligence (including non-verbal one) has an impact on creation in case of indirect influence of field independence (acting as cognitive style), which can determine academic success (Bouchefra et al, 2022;Giancola, Palmiero and D'Amico, 2022). Intellectual activity (as the sign of involvement and intellectual activity satisfaction) is one more intellectual predictor.…”

Abordaje psicopedagógico del coeficiente intelectual en torno a la inteligencia no verbal en dos niñas de seis años

“…El abordaje de la literatura denota que Alhamdam et al ( 2023) resaltan la relación de la memoria de trabajo y el coeficiente intelectual no verbal, demostrando la relevancia de esta en la capacidad de manipulación de la información y su influencia en la velocidad motora, el CI es considerado un fiel predictor de las reacciones motrices multisensoriales. Por otra parte, Azeroual et al (2022) exploraron la asociación entre el coeficiente no verbal y el rendimiento escolar. La causa principal de variaciones en los resultados de este estudio se centró en el aspecto socioeconómico de los infantes al que fue aplicado, revelando que un alto poder adquisitivo es clave para la accesibilidad a mejores oportunidades de instrucción.…”