IQ, grit, and academic achievement: Evidence from rural China

He, Xinyue; Wang, Huan; Chang, Fang; Dill, Sarah‐Eve; Liu, Han; Tang, Bin; Shi, Yaojiang

doi:10.1016/j.ijedudev.2020.102306

Cited by 22 publications

(17 citation statements)

References 55 publications

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“…Therefore, individuals with higher levels of IQ were more academically successful, and their level of academic success could be predicted based on their IQ level. Previous attempts found moderate ( Gottfredson, 2005 ) to strong ( Jensen, 1998 ; Lohman, 2005 ; Guez et al, 2018 ; He et al, 2021 ) correlations between the two variables, but the findings of the present study confirmed only a weak yet significant correlation. The low correlation suggests that over the past decades, IQ seems to have lost its strong association with AA due to environmental factors, social status, influences of gender, and even the COVID-19 pandemic.…”

Section: Discussioncontrasting

confidence: 94%

“…However, the degree of this association has been inconsistent throughout research since different studies have found a range of moderate to strong correlations (0.40–0.63) existing between the two ( Jencks, 1979 ; Macintosh, 1998 ). Very recently, IQ has been associated with more academic gains and found to be a powerful predictor of academic achievement ( Guez et al, 2018 ; He et al, 2021 ). Therefore, IQ tests are still widely used to predict who can achieve more in academic contexts.…”

Section: Review Of Literaturementioning

confidence: 99%

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Intelligence, emotional intelligence, and emo-sensory intelligence: Which one is a better predictor of university students’ academic success?

et al. 2022

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The primary aim of this study was to determine the role of psychometric intelligence (IQ), emotional intelligence (EQ), and emo-sensory intelligence (ESQ) in university students’ academic achievement. To this end, 212 university students at different academic levels, composed of 154 females and 58 males, were asked to complete the Raven’s Progressive Matrices, the Bar-On Emotional Quotient Inventory, and the Emo-Sensory Intelligence Scale. Data were then matched with students’ Grade Point Averages as a measure of their academic achievement. The results revealed that students’ level of IQ and EQ could positively predict their academic achievement. In the case of their ESQ level, its auditory sub-component was found to be a positive predictor of academic success. Results were discussed, and possible implications and applications for increasing students’ chances for success were presented.

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Section: Discussioncontrasting

confidence: 94%

Section: Review Of Literaturementioning

confidence: 99%

Intelligence, emotional intelligence, and emo-sensory intelligence: Which one is a better predictor of university students’ academic success?

et al. 2022

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“…Learning outcomes as of late have grown to be a highly complicated issue. They have received extensive research in the hopes of lowering the high unemployment rate by increasing individuals' capacity to become successful (He et al, 2021). Potentially weak students become such a cause of disturbance and discomfort when the educational process is being performed.…”

Section: Introductionmentioning

confidence: 99%

High school learning outcomes: The effect of self-regulation, resilience, and family environment

Machmud

Ramadhan²

2022

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Inspired by the poor Economics learning outcomes of students in state senior high schools (SSHS) in Cianjur regency, this study aims to determine and analyze self-regulation mediating the effect of resilience and family environment on student learning outcomes. It employed an explanatory survey with questionnaires and observations to collect the data. The population of this study comprises all grade XI social science students of SSHSs in Cianjur Regency, while the sample members selected randomly include 223 students. The data collected was then analyzed by using multiple linear regression analysis with the mediator variable. The results likely show that (i) resilience and family environment are in the high category, while self-regulation and learning outcomes are in the medium category. (ii) Both resilience and family environment influence self-regulation, and (iii) resilience, family environment, and self-regulation affect learning outcomes. (iv) Resilience affects learning outcomes either directly or indirectly through self-regulation. (v) Family environment likely influences learning outcomes directly or indirectly through self-regulation. The results of this study imply that the concepts of resilience, family environment, and self-regulation are relevant and can estimate student learning outcomes.

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“…The Raven's Progressive Matrices IQ test (IQ score) is one of the well-established methods to measure cognitive intelligence (Raven and Court 1998) which is defined as a person's ability to adapt to the environment (McIntosh, Dixon, and Pierson 2018). In a study performed on rural high school students, He et al (2021) reported that lower cognitive ability, as measured by the Raven IQ test, was strongly related to lower academic performance. They also found that personality traits, such as hard work and perseverance cannot compensate for poor cognitive ability to achieve academic performance.…”

Section: Introductionmentioning

confidence: 99%

Intelligence, Beliefs on IQ and Learning Style predict Academic Performance in Mechanical Engineering Students

Najafabadi

Imani

Beygi

et al. 2022

UPjeng

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In this study we aimed to investigate whether beliefs on intelligence, intelligence quotient, and learning styles predict academic performance among students in mechanical engineering. For this purpose, forty-two students from the Department of Mechanical Engineering of the University of Porto were recruited among the available population. Participants responded to the measurement of this study via a Google form and on a voluntary basis. To investigate our hypothesis, beliefs on intelligence inventory, learning style questionnaire, Raven’s Progressive Matrices IQ test and their GPA as an indicator of their academic performance were used. Correlation analysis revealed significant effects between reflector learning style and academic achievement. Multiple regression also revealed a significant main effect of the reflector learning style on academic performance (p = .044). This study further revealed no significant correlation between other learning styles, beliefs on intelligence, intelligence quotient and academic performance.

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IQ, grit, and academic achievement: Evidence from rural China

Cited by 22 publications

References 55 publications

Intelligence, emotional intelligence, and emo-sensory intelligence: Which one is a better predictor of university students’ academic success?

Intelligence, emotional intelligence, and emo-sensory intelligence: Which one is a better predictor of university students’ academic success?

High school learning outcomes: The effect of self-regulation, resilience, and family environment

Intelligence, Beliefs on IQ and Learning Style predict Academic Performance in Mechanical Engineering Students

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