If the achievement is affected by the I.Q then why do some Developmental Disorders (DD) show low achievement in spite of high I.Q?
Yes, but this is not very high (Pearson's "r" around 0.35) ... well, at the time of performance there are many other variables: Motivation, reason for achievement ("N achievement"), perseverance, effort, study skills and a long etcetera, so that the INTELLECTUAL Quotient (NOT COEFFICIENT) IS A RELATIVELY NECESSARY CONDITION, BUT NOT ENOUGH!
Yes, but this is not very high (Pearson's "r" around 0.35) ... well, at the time of performance there are many other variables: Motivation, reason for achievement ("N achievement"), perseverance, effort, study skills and a long etcetera, so that the INTELLECTUAL Quotient (NOT COEFFICIENT) IS A RELATIVELY NECESSARY CONDITION, BUT NOT ENOUGH!
The achievement is affected in many factors like: task commitment, student's personality type, learning style, learning environment, not only the the IQ.
Yes, many factors interact including emotional intelligenceand resilience. In relation to developmental disorders, societal responses exert an important influence. Increasingly, employers and others in society are creating environments sensitive to the needs of people who are neurodiverse. These initiatives as well as efforts to reduce stigma will have an important impact on achievement and outcomes.
Achievement in each activity is determined by at least four groups of factors: 1. abilities; 2. personality traits; 3. motivational factors and 4. physical, physiological, pedagogical-cultural, and social factors. To date, a sufficient number of unambiguous facts have been collected in educational psychology, on the basis of which it can be claimed that achievement in school learning is the result of the combined effect of abilities, personality traits (character traits and temperament traits) and motivation. These determinants explain about 75% of the total success variance (each participating with about 25%). The remaining 25% of the variance is attributed to a large number of other factors: most often physiological factors (such as gender and age), social factors (socioeconomic status, pedagogical and cultural level of the family), then educational factors (forms/types of learning and teaching) and many others factors. This claim is not incorrect, but it is insufficiently elaborated. Namely, at different levels of education and in schools of different profiles, the share of certain factors is somewhat modified. As far as I. Q. is concerned, the participation is around r=+0.50 or slightly lower, for example in higher education, because students as a group are already selected by intelligence. In developmental disorders, achievement largely depends on personality characteristics
I agree with the essence of every response, IQ predicts success but that doesn't mean it's the only reason for success. Many factors matter. For Developmental Disorders, I worry a strong predictor could be the Pygmalion Effect (self-fulfilling prophecy). If teachers believe students can't learn, they may treat students like they can't learn (e.g., in feedback, encouragement), and inadvertently bring about students actually not learning. On the broader topic, Lajos, the Ed Psy model you mention sounds fascinating. I'd like to learn more, could you share a citation, authors, or a model's name? Another model empirically demonstrating the broad idea of IQ "plus" is Sternberg's Triarchic Model of Successful Intelligence; adding creativity and implicit knowledge to IQ leads to stronger predictions. ~ Kevin
Aneesa Farooq
50 to 70 between intelligence scores (IQ) and academic achievement, suggesting that as much as 50% of the variance in academic achievement can be predicted by IQ.
- Badges
- Science topic
- Similar topics
- Psychology