Intelligence and educational achievement
Intelligence and educational achievement
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DOI：
10.1016/j.intell.2006.02.001
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发表时间：
2007-01-01
期刊：
影响因子：
3
通讯作者：
Fernandes, Cres
中科院分区：
文献类型：
--
作者：
Deary, Ian J.;Strand, Steve;Fernandes, Cres
这项对7万多名英国儿童进行了为期5年的前瞻性纵向研究，考察了11岁时的心理测量智力与16岁时25个学科的国家考试中的教育成绩之间的关系。潜在智力特征(来自CAT2E的斯皮尔曼g)与教育成就的潜在特征(GCSE分数)之间的相关性为0.81。普通智力有助于在所有25个科目上取得成功。差异的贡献率从数学的58.6%和英语的48%到艺术和设计的18.1%。女孩没有表现出优势，但在除物理以外的所有科目上都表现得更好。这并不是因为他们的语言能力更好。在16岁时，在A*-C级获得五个或更多的普通中等教育证书是一个重要的标准。61%的女孩和50%的男孩做到了这一点。对于那些在11岁时达到平均g水平的人，58%的人做到了这一点；g的标准差增加或减少分别将值改变为91%和16%。(C)2006 Elsevier Inc.保留所有权利。
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. (c) 2006 Elsevier Inc. All rights reserved.