Intelligence and school grades: A meta-analysis
Intelligence and school grades: A meta-analysis
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DOI：
10.1016/j.intell.2015.09.002
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发表时间：
2015-11-01
期刊：
影响因子：
3
通讯作者：
Spinath, Frank M.
中科院分区：
文献类型：
--
作者：
Roth, Bettina;Becker, Nicolas;Spinath, Frank M.
智力被认为是学业成绩的最强预测指标。研究以及教育政策和整个社会都对它作为学业成功的先决条件的作用深感兴趣。本研究采用心理测量学元分析（Hunter &施密特，2004）研究了标准化智力测验与学校成绩之间的人群相关性。分析涉及240个独立样本，共105，185名参与者。在对抽样误差、测量误差和自变量范围限制进行校正后，我们发现总体相关系数为ρ = 0.54。主持人分析指出，g和学校成绩之间的关系取决于不同的学校学科领域，年级水平，在小学研究中使用的智力测试的类型，以及出版的年份的变化，而性别没有影响的关系的大小。(C)2015 Elsevier Inc. All rights reserved.
Intelligence is considered as the strongest predictor of scholastic achievement. Research as well as educational policy and the society as a whole are deeply interested in its role as a prerequisite for scholastic success. The present study investigated the population correlation between standardized intelligence tests and school grades employing psychometric meta-analysis (Hunter & Schmidt, 2004). The analyses involved 240 independent samples with 105,185 participants overall. After correcting for sampling error, error of measurement, and range restriction in the independent variable, we found a population correlation of rho = .54. Moderator analyses pointed to a variation of the relationship between g and school grades depending on different school subject domains, grade levels, the type of intelligence test used in the primary study, as well as the year of publication, whereas gender had no effect on the magnitude of the relationship. (C) 2015 Elsevier Inc. All rights reserved.