Intelligence and school grades: A meta-analysis

Roth, Bettina; Becker, Nicolas; Romeyke, Sara; Michael, Tanja; Domnick, Florian; Spinath, Frank M.

doi:10.1016/j.intell.2015.09.002

Cited by 412 publications

(338 citation statements)

References 127 publications

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“…Means for each of the achievement areas are also slightly above average and restricted in range. This finding is not surprising given the well-established correlation between general cognitive ability and academic achievement (see Kranzler & Floyd, 2013;Roth et al, 2015).…”

Section: Resultsmentioning

confidence: 77%

Classification agreement analysis of Cross-Battery Assessment in the identification of specific learning disorders in children and youth

Kranzler

Floyd

Benson

et al. 2016

International Journal of School & Educational Psychology

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Section: Resultsmentioning

confidence: 77%

Classification agreement analysis of Cross-Battery Assessment in the identification of specific learning disorders in children and youth

Kranzler

Floyd

Benson

et al. 2016

International Journal of School & Educational Psychology

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“…Attempts to understand the sources of individual differences in these foundational abilities have generated a substantial body of developmental research such that extensive data is now available on the relations between early language skills, general intelligence, and rudimentary academic skills (e.g., La Paro and Pianta, 2000; Roth et al, 2015). In parallel, recent decades have seen a growth of interest in how children's early academic abilities relate to parental behaviors, on the one hand, and children's emerging executive functions (EF–the suite of cognitive processes involved in the control of thoughts and actions) (Blair and Raver, 2015) on the other hand.…”

Section: Introductionmentioning

confidence: 99%

Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability

2016

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The past decade has witnessed a growth of interest in parental influences on individual differences in children's executive function (EF) on the one hand and in the academic consequences of variation in children's EF on the other hand. The primary aim of this longitudinal study was to examine whether children's EF mediated the relation between three distinct aspects of parental behavior (i.e., parental scaffolding, negative parent-child interactions, and the provision of informal learning opportunities) and children's academic ability (as measured by standard tests of literacy and numeracy skills). Data were collected from 117 parent-child dyads (60 boys) at two time points ~1 year apart (M Age at Time 1 = 3.94 years, SD = 0.53; M Age at Time 2 = 5.11 years, SD = 0.54). At both time points children completed a battery of tasks designed to measure general cognitive ability (e.g., non-verbal reasoning) and EF (e.g., inhibition, cognitive flexibility, working memory). Our models revealed that children's EF (but not general cognitive ability) mediated the relations between parental scaffolding and negative parent-child interactions and children's early academic ability. In contrast, parental provision of opportunities for learning in the home environment was directly related to children's academic abilities. These results suggest that parental scaffolding and negative parent-child interactions influence children's academic ability by shaping children's emerging EF.

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“…At the same time, a meta-analysis of the link between school grades in math and the mathematical subtests of various IQ tests found an average correlation of 0.43 based on 14 studies. The general factor in intelligence (g), diagnosed using the U.S. Armed Services Vocational Aptitude Battery (ASVAB), is linked with scholastic performance at about the same level: Correlation with GPA was 0.44, while correlation with the math subtests of the ASVAB -Arithmetic Reasoning, Numerical Operations, and Mathematics Knowledge -was 0.39, 0.18, and 0.42, respectively (Roth et al, 2015).…”

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confidence: 99%

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Егорова¹,

Chertkova²

2016

Psych. Rus.

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Academic achievement, which is inherently an indicator of progress in the curriculum, can also be viewed as an indirect measure of cognitive development, social adaptation, and motivational climate characteristics. In addition to its direct application, academic achievement is used as a mediating factor in the study of various phenomena, from the etiology of learning disabilities to social inequality. Analysis of sex differences in mathematical achievement is considered particularly important for exploring academic achievement, since creating an adequate educational environment with equal opportunities for boys and girls serves as a prerequisite for improving the overall mathematical and technical literacy that is crucial for modern society, creates balanced professional opportunities, and destroys traditional stereotypes about the roles of men and women in society.The objective of our research was to analyze sex differences in mathematical achievement among high school students and to compare various methods for diagnosing academic performance, such as school grades, test scores, and self-concept.The results were obtained through two population studies whose samples are representative of the Russian population in the relevant age group. Study 1 looked at sex differences in math grades among twins (n = 1,234 pairs) and singletons (n = 2,227) attending high school. The sample of Study 2 comprised all twins who took the Unified State Examination in 2010-2012. The research analyzed sex differences in USE math scores across the entire sample and within the extreme subgroups. It also explored differences between boys and girls in opposite-sex dizygotic (DZ) twin pairs.The key results were as follows. No difference in mathematical achievement was observed between twins and singletons. Sex differences were found in all measures of mathematical achievement. Girls had higher school grades in math than boys, while boys outperformed girls in USE math scores. Boys were more variable and there were more Sex differences in mathematical achievement: Grades, national test, boys at the right tail of the distribution. Girls with a positive math self-concept did better than boys on math tests. In groups of opposite-sex DZ twins, differences between the USE math scores of girls and boys were not significant.The results obtained are presumed to correspond more closely to assumptions about the roles of non-cognitive factors of variation in mathematical ability than the mathematical ability theory.

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Intelligence and school grades: A meta-analysis

Cited by 412 publications

References 127 publications

Classification agreement analysis of Cross-Battery Assessment in the identification of specific learning disorders in children and youth

Classification agreement analysis of Cross-Battery Assessment in the identification of specific learning disorders in children and youth

Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability

Sex differences in mathematical achievement: Grades, national test, and self-confidence

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