Is There a Correlation Between Grades and Intelligence?

Correlation between grades and intelligence

Check out this answer from Consensus:

There is a significant correlation between intelligence and academic performance, with intelligence being a strong predictor of grades. However, this relationship is influenced by various factors, including the subject, grade level, implicit theories of intelligence, motivation, and personality traits. Understanding these nuances can help educators and policymakers develop more effective strategies to enhance academic achievement.

The relationship between intelligence and academic performance has been a subject of extensive research. Intelligence is often considered a strong predictor of scholastic achievement, and understanding this correlation can have significant implications for educational policies and practices. This article aims to explore the correlation between grades and intelligence by reviewing findings from multiple research studies.

Intelligence as a Predictor of Academic Achievement

Several studies have consistently shown that intelligence is a significant predictor of academic performance. A meta-analysis involving 240 independent samples with over 105,000 participants found a population correlation of ρ = .54 between standardized intelligence tests and school grades1. This indicates a moderate to strong relationship, suggesting that higher intelligence scores are generally associated with better academic performance.

Variability Across Subjects and Grade Levels

The relationship between intelligence and academic achievement can vary depending on the subject and grade level. For instance, a longitudinal study of over 70,000 English children found that general intelligence contributed to success across 25 academic subjects, with the strongest correlations observed in Mathematics and English5. Another study highlighted that the predictive validity of intelligence for academic achievement increases when prior academic performance is considered6.

Role of Implicit Theories of Intelligence

Implicit theories of intelligence (ITI) also play a role in academic achievement. A meta-analytic review of 46 studies found a low-to-moderate association between ITI and students’ academic performance2. Incremental theorists, who believe that intelligence can be developed, tend to have higher grades compared to entity theorists, who believe intelligence is a fixed trait.

Intelligence and Motivation

While intelligence is a strong predictor of academic performance, motivation also plays a crucial role. A meta-analysis of 74 studies found that both intelligence and motivation contribute significantly to school achievement, with intelligence explaining 66.6% of the variance and motivation explaining 16.6%3. This suggests that while intelligence is important, motivation also has a substantial impact on academic success.

Interaction with Personality Traits

Personality traits, particularly Conscientiousness, also interact with intelligence to predict academic performance. Studies have shown that personality traits can account for additional variance in academic grades over and above intelligence7 8. For example, Conscientiousness has been found to have incremental validity in predicting academic performance, even when intelligence is accounted for.

Longitudinal Effects

The relationship between intelligence and academic performance can change over time. A longitudinal study of German students found a small compensatory interaction effect between fluid intelligence and Conscientiousness for math grades, but not for their development over time9. This suggests that the interaction between intelligence and personality traits may be more relevant in older students.

Is there a correlation between grades and intelligence?

Michael O’Connell has answered Near Certain

An expert from University College Dublin in Psychology

In relation to the question on a correlation between school grades and intelligence, the following is a quote from a paper by Ian Deary et al, in 2007, (volume 35, issue 1, pp. 13-21) in the journal Intelligence:

“What, then, is the association between cognitive ability and educational achievement? There is broad agreement that there is a moderate to strong correlation between the two. Jencks et al.’s (1979, p. 102)detailed account of eight samples from six longitudinal studies reported correlations ranging from 0.40 to 0.63 between cognitive test scores and amount of education obtained. More recent overviews are provided by various authors and reach similar conclusions (Bartels et al., 2002b, Brody, 1992, Jensen, 1998, Neisser et al., 1996, Sternberg et al., 2001). For example, Mackintosh’s (1998) survey reckoned that there is a correlation between 0.4 and 0.7 between IQ scores and school performance grades. More specifically for the present study, Mackintosh stated that, “in Britain, the correlation between 11-year-old IQ scores and later educational attainment, including performance on school examinations at age 16, is about 0.5”.

The 2007 paper by Deary et al examining the relationship between academic grades and measured intelligence among a sample of 70,000 Scottish secondary students reported a strong correlation of 0.81.

So overall, there is consistent evidence of a moderate to strong correlation between academic grades and measured intelligence.

Is there a correlation between grades and intelligence?

Leehu Zysberg has answered Near Certain

An expert from Gordon College of Education in Education, Psychology

Disclosure:

The short answer to this question is OH YES ! Intelligence is basically the best single predictor of academic attainment throughout the lifespan, as well as work performance! a few seminal reviews have established that much as far as 25 years ago and these results remained stable ever since. The longer answer is – yes, but not always. Culture, learning disabilities and even gender may play a major role in predicting academic grades in various settings on one hand while on the other – intelligence measures are deeply biased by the very same factors. Another field of research that shown huge associations with academic outcomes is the field of motivation and perceived ability (aka – self efficacy). Last but not least – socioeconomic status has shown moderate yet very stable association with academic attainment, especially in K-12 settings but also in academic ones.

Is there a correlation between grades and intelligence?

Brenda Hannon has answered Likely

An expert from Texas A&M University in Cognitive Science

Yes, but it is important to not confusion the relationship between amount of education and intelligence with the relationship between grades and intelligence. Because I believe the magnitude of the correlation is quite difference between these two relationships.

With respect to grades and intelligence, the correlation is about .25 to .35… significant but modest. To be successful with academics there is a need to understand how to learn. Self-efficacy and persistence are also important to successful academics.

Is there a correlation between grades and intelligence?

Hynek Cígler has answered Near Certain

An expert from Masaryk University in Psychology, Quantitative Psychology, Psychometrics, Intelligence

Of course! This relation is observed in any research with intelligence test involving the grades.

But unfortunately, the relation between the intelligence and grades is only probabilistic and it depends on many other influences, like the social status, income, race and stereotypes (or sex and stereotypes) etc. If you cannot spend a lot of time studying, or if the study is not valued in your family, you obviously wouldn’t have good grades. On the other hand, grades are also dependent on many other traits, like your motivation, conscientiousness etc. Even if you are not really smart, with a huge motivation you can learn a lot and be “excellent student”.

Is there a correlation between grades and intelligence?

Gavin Brown has answered Near Certain

An expert from University of Auckland in Education, Psychometrics, Statistics

the correlation is about .25 between IQ and school achievement. The reason it is so low is that smart kids do dumb things (e.g., drugs, not attend, don’t try, etc.), while kids with somewhat lower IQ can do the opposite for a variety of reasons. Also the child’s IQ is independent of the quality of teachers and schools–in other words excellent teachers and curriculum can raise achievement, while skill-and-drill teaching can lower it. Good sources on this topic include:

Martinez, M. E. (2000). Education as the Cultivation of Intelligence. Mahwah, NJ: LEA.

Neisser, U., Boodoo, G., Bouchard Jr., T. J., Boykin, A. W., Brody, N., Ceci, S. J., . . . Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51(2), 77-101.

Deary, I. J. (2001). Intelligence: A Very Short Introduction. Oxford, UK: OUP.