IQ, short-term memory and study habits each correlate positively and significantly with academic achievement in both 3rd and 4th grade¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i3large
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 All three predictor variables show statistically significant positive Pearson correlations with achievement in both school years (p<.01), with study habits strongest in 3rd grade (r = .658, against IQ r = .543) and IQ strongest in 4th grade (r = .656, against study habits r = .491). → Alberto Quilez-Robres 2021
Evidence¶
Alberto Quilez-Robres 2021¶
Alberto Quilez-Robres, Alejandro González-Andrade, Zaira Ortega and Sandra Santiago-Ramajo. (2021). 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
Pearson correlations (age included as a control variable) among IQ, memory, study habits and grades in both years. Table 3 prints r = .543 (IQ, 3rd grade), r = .656 (IQ, 4th grade), r = .282/.293 (memory) and r = .658/.491 (study habits), all at p<.01.
"A statistically significant and positive correlation was observed between the three variables (IQ, short -term memory and study habits) and academic achievement over the two years ( p<.01) (Table 3)."
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% — reports the opposite
- IQ and study habits, but not short-term memory, significantly predict 56-59% of academic achievement variance in 3rd and 4th grade elementary pupils — related
- Predictive weights of IQ, memory and study habits do not differ significantly between 3rd and 4th grade — related
- In latent-variable SEM models, intelligence — not working memory — is the significant direct predictor of academic outcomes in both childhood and early adulthood — related
- IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled — related
- Previous domain knowledge accounts for most of the variance in later achievement, considerably reducing the predictive impact of IQ and WM — related
- Neither IQ nor WMC significantly predicted early mathematics when both were in the same model, explaining only about 5% of variance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
iq-memory-study-habits-positive-correlations-achievement |
title |
IQ, short-term memory and study habits each correlate positively and significantly with academic achievement in both 3rd and 4th grade |
description |
IQ, short-term memory and study habits each correlate positively and significantly with academic achievement in both 3rd and 4th grade |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — alberto-quilez-robres-2021 |
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