Intelligence and school grades: A meta-analysis.

Autor/inn/en	Roth, Bettina; Becker, Nicolas; Romeyke, Sara; Schäfer, Sarah; Domnick, Florian; Spinath, Frank M.
Titel	Intelligence and school grades: A meta-analysis. Gefälligkeitsübersetzung: Intelligenz und Schulnoten: Eine Metaanalyse.
Quelle	In: Intelligence : a multidisciplinary journal, (2015) 53, S. 118-137Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0160-2896
Schlagwörter	Intelligenz (Psychologie); Standardisierter Test; Geschlechtsspezifischer Unterschied; Bildungsstandards; Leistung
Abstract	Investigated the population correlation between standardized intelligence tests and school grades by means of metaanalysis. A literature search of PsycARTICLES, PsycINFO, PSYNDEXplus, ERIC, Science Direct, and Google Scholar for studies published before April 2014 yielded 162 primary studies after applying exclusions. 240 samples were included, comprised of a total of 105,185 students (Grades 1-13). Subject domains included mathematics and science, languages, fine art and music, social sciences, and sports. Verbal, nonverbal, and mixed verbal-nonverbal intelligence scales were represented. The metaanalysis considered the role of moderators, availability bias, sensitivity, sample size, correlation coefficients, and artifact distributions. The main findings revealed a substantial mean population correlation of rho = .54 between intelligence and school grades. All three types of intelligence scales yielded significant population correlations. These were highest for mathematics and science grades compared to other subject domains; lowest for elementary school children compared to junior high school and high school students. Gender did not moderate the examined correlation. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3