Self-assessed intelligence and academic performance created by Tomas Chamorro-Premuzic and Adrian Furnham

By:

Chamorro-Premuzic, Tomas [author]

Contributor(s):

Furnham, Adrian [co-author]

Material type: Text

TextSeries: An international journal of experimental educational psychology ; Volume 26, number 6,Oxfordshire: Taylor and Francis, 2005Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0144-3410

Subject(s):

Undergraduate students -- Intelligence quotient -- Academic achievement

LOC classification:

LB1051 EDU

Online resources:

Click here to access online

Abstract: This paper reports the results of a two-year longitudinal study of the relationship between self-assessed intelligence (SAI) and academic performance (AP) in a sample of 184 British undergraduate students. Results showed significant correlations between SAI (both before and after taking an IQ test) and academic exam marks obtained two years later, even when IQ scores were partialled out. Several continuous assessment indicators (notably attendance, oral expression, and motivation) were also significantly correlated with SAI, even when IQ scores were controlled. A series of hierarchical regressions indicated that although exam grades were best predicted by IQ, SAI showed significant incremental validity in the prediction of AP, accounting for an additional 3% of exam, 9% of continuous assessment, and 2% of essay grades. Results are discussed with regard to current trends to integrate individual differences underlying AP.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051 EDU (Browse shelf(Opens below))	Vol. 26, no.6 (pages769-779)	Not for loan	For in house use only

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This paper reports the results of a two-year longitudinal study of the relationship between self-assessed intelligence (SAI) and academic performance (AP) in a sample of 184 British undergraduate students. Results showed significant correlations between SAI (both before and after taking an IQ test) and academic exam marks obtained two years later, even when IQ scores were partialled out. Several continuous assessment indicators (notably attendance, oral expression, and motivation) were also significantly correlated with SAI, even when IQ scores were controlled. A series of hierarchical regressions indicated that although exam grades were best predicted by IQ, SAI showed significant incremental validity in the prediction of AP, accounting for an additional 3% of exam, 9% of continuous assessment, and 2% of essay grades. Results are discussed with regard to current trends to integrate individual differences underlying AP.

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