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Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis

The concept of intelligence has been extensively studied, undergoing an evolution from a unitary concept to a more elaborate and complex multidimensional one. In addition, several research studies have focused their efforts for decades on the study of intelligence as a predictor of academic performa...

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Autores principales: Lozano-Blasco, Raquel, Quílez-Robres, Alberto, Usán, Pablo, Salavera, Carlos, Casanovas-López, Raquel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9785329/
https://www.ncbi.nlm.nih.gov/pubmed/36547510
http://dx.doi.org/10.3390/jintelligence10040123
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author Lozano-Blasco, Raquel
Quílez-Robres, Alberto
Usán, Pablo
Salavera, Carlos
Casanovas-López, Raquel
author_facet Lozano-Blasco, Raquel
Quílez-Robres, Alberto
Usán, Pablo
Salavera, Carlos
Casanovas-López, Raquel
author_sort Lozano-Blasco, Raquel
collection PubMed
description The concept of intelligence has been extensively studied, undergoing an evolution from a unitary concept to a more elaborate and complex multidimensional one. In addition, several research studies have focused their efforts for decades on the study of intelligence as a predictor of academic performance of students at different educational stages, being a stable and highly relevant predictor along with other variables such as executive functions, social context, culture or parental guardianship. Thus, the present study, based on a systematic review and meta-analysis, includes 27 studies with a total sample of 42,061 individuals. The main objective was to analyse the relationship between intelligence and academic performance using different predictive models that include moderating variables such as country of origin, type of intelligence, gender and age. The findings of this research highlight the significant, positive and moderate relationship between intelligence and academic performance (r = 0.367; p < 0.001), highlighting the predictive capacity on school performance when the type of intelligence (general and implicit; 35%) or the country of origin (45%) is taken as a moderating variable, with the explanatory models on age or sex not being significant. Therefore, it can be concluded that intelligence, in addition to being a good predictor of academic performance, is influenced depending on the type of intelligence or theoretical model taken as a reference, and also depending on the country or culture of origin.
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spelling pubmed-97853292022-12-24 Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis Lozano-Blasco, Raquel Quílez-Robres, Alberto Usán, Pablo Salavera, Carlos Casanovas-López, Raquel J Intell Systematic Review The concept of intelligence has been extensively studied, undergoing an evolution from a unitary concept to a more elaborate and complex multidimensional one. In addition, several research studies have focused their efforts for decades on the study of intelligence as a predictor of academic performance of students at different educational stages, being a stable and highly relevant predictor along with other variables such as executive functions, social context, culture or parental guardianship. Thus, the present study, based on a systematic review and meta-analysis, includes 27 studies with a total sample of 42,061 individuals. The main objective was to analyse the relationship between intelligence and academic performance using different predictive models that include moderating variables such as country of origin, type of intelligence, gender and age. The findings of this research highlight the significant, positive and moderate relationship between intelligence and academic performance (r = 0.367; p < 0.001), highlighting the predictive capacity on school performance when the type of intelligence (general and implicit; 35%) or the country of origin (45%) is taken as a moderating variable, with the explanatory models on age or sex not being significant. Therefore, it can be concluded that intelligence, in addition to being a good predictor of academic performance, is influenced depending on the type of intelligence or theoretical model taken as a reference, and also depending on the country or culture of origin. MDPI 2022-12-13 /pmc/articles/PMC9785329/ /pubmed/36547510 http://dx.doi.org/10.3390/jintelligence10040123 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Systematic Review
Lozano-Blasco, Raquel
Quílez-Robres, Alberto
Usán, Pablo
Salavera, Carlos
Casanovas-López, Raquel
Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis
title Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis
title_full Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis
title_fullStr Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis
title_full_unstemmed Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis
title_short Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis
title_sort types of intelligence and academic performance: a systematic review and meta-analysis
topic Systematic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9785329/
https://www.ncbi.nlm.nih.gov/pubmed/36547510
http://dx.doi.org/10.3390/jintelligence10040123
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