IQ and study habits, but not short-term memory, significantly predict 56-59% of academic achievement variance in 3rd and 4th grade elementary pupils¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In 3rd grade, the regression model predicted 59% of academic achievement variance (p<.001), with IQ (β = .406) and study habits (β = .546) as significant predictors and sex, age and memory non-significant. → Alberto Quilez-Robres 2020 q3 i3 In 4th grade, the model predicted 56% of variance (p<.001), with IQ (β = .570) and study habits (β = .333) again the significant predictors. → Alberto Quilez-Robres 2020 (2)

Evidence¶

Alberto Quilez-Robres 2020¶

Alberto Quilez-Robres, Alejandro González-Andrade, Zaira Ortega and Sandra Santiago-Ramajo. (2020). Intelligence Quotient, short-term memory and study habits as academic achievement predictors of elementary school: a follow-up study. https://doi.org/10.1016/j.stueduc.2021.101020

q3 · i3 · associational · r2

Hierarchical multiple linear regression (Enter method) on 3rd-grade average grades of 74 pupils, with age and sex as controls. The article reports "a predictive capacity of 59% (p <.001)", with standardized coefficients β = .406 for IQ and β = .546 for study habits.

"Multiple linear regression shows that the included variables have a predictive capacity of 59% (p <.001) on 3rd grade academic performance. Analyzing the coefficients, we can observe that sex, age and memory are not significant predictors. On the other hand, we can observe that IQ and study habits are the significant predictors ( β = .406; p <.001 and β = .546; p <.001 respectively)."

Alberto Quilez-Robres 2020 (2)¶

Alberto Quilez-Robres, Alejandro González-Andrade, Zaira Ortega and Sandra Santiago-Ramajo. (2020). Intelligence Quotient, short-term memory and study habits as academic achievement predictors of elementary school: a follow-up study. https://doi.org/10.1016/j.stueduc.2021.101020

q3 · i3 · associational · r2

Same regression procedure on 4th-grade grades (N=72 after two pupils left). The model shows "a predictive capacity of the variables of 56% ( p <.001)", with β = .570 for IQ and β = .333 for study habits; memory again non-significant.

"In the linear regression with 4th grade academic performance, we observed a predictive capacity of the variables of 56% ( p <.001). Again, sex, age, and memory were not found to be significant. IQ and study habits are again the significant predictors (β = .570; p <.001 and β = .333; p <.001 respectively)."

Discussion¶

Related Claims¶

• In predicting the change in achievement from 3rd to 4th grade, IQ is positively and study habits negatively associated with change, together predicting 12% — related
• Predictive weights of IQ, memory and study habits do not differ significantly between 3rd and 4th grade — related
• IQ, short-term memory and study habits each correlate positively and significantly with academic achievement in both 3rd and 4th grade — related