IQ and Achievement Correlation

IQ and Achievement Correlation

Find and read a peer-reviewed research journal article using intelligence or achievement testing in research and share what you learned from this article with your classmates. Specifically (and in your own words):

1. Why was the study conducted?  What hypotheses were being tested?

2. What test(s) were used?

3. What findings were reported, and what conclusions were drawn

• Why was the study conducted?,

• What hypothesis was tested?,

• What test(s) were used in the study?,

• What were the findings of the study?,

• What conclusions did the researchers draw?

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The study was conducted to examine the relationship between intelligence test scores and academic achievement. Researchers hypothesized that higher IQ scores would correlate strongly with better performance on achievement tests. Multiple intelligence tests (e.g., K-ABC, CAS) and achievement tests (e.g., WJ-III, WIAT) were analyzed.

The results showed strong positive correlations—typically around 0.70—between general intelligence and academic outcomes across multiple tests and subscales. This suggests intelligence testing has high predictive validity for academic success.

The researchers concluded that intelligence and achievement are strongly linked, but they also acknowledged that academic performance is influenced by other factors like effort, learning environment, and emotional development.

The study was conducted to examine the relationship between intelligence test scores and academic achievement. Researchers hypothesized that higher IQ scores would correlate strongly with better performance on achievement tests. Multiple intelligence tests (e.g., K-ABC, CAS) and achievement tests (e.g., WJ-III, WIAT) were analyzed.

The results showed strong positive correlations—typically around 0.70—between general intelligence and academic outcomes across multiple tests and subscales. This suggests intelligence testing has high predictive validity for academic success.

The researchers concluded that intelligence and achievement are strongly linked, but they also acknowledged that academic performance is influenced by other factors like effort, learning environment, and emotional development.