IQ and Academic Success: The Connection at University Level
Introduction
The correlation between a high IQ and academic success at the university or college level has been a subject of significant debate within academic circles. Some researchers argue that a high IQ is a strong predictor of academic achievement, while others highlight the role of other factors such as motivation, study skills, and external support systems. This article explores the connection between IQ and academic success, particularly in higher education.
The Role of IQ in Academic Success
Many academics in the United States believe that a minimum IQ of 120 is necessary for successfully completing four years of higher education in an average university. However, there is also recognition that other factors can compensate for a slightly lower IQ. This article discusses these alternative factors and explores the impact of IQ on academic success in both technical and non-technical subjects.
The Predictive Power of IQ
Research shows that IQ tests are highly predictive of GPA and are more so than scholastic aptitude tests. IQ tests measure a range of abilities, including g (general intelligence), which accounts for virtually all of the predictive validity of IQ. Aptitude tests, which are often considered achievement or aptitude tests, can also be converted to IQ with reasonable accuracy, as they too measure g.
IQ and STEM Majors
The correlation between IQ scores and GPA is particularly strong for technically demanding majors such as STEM (Science, Technology, Engineering, and Mathematics). However, these high correlations are also valid for all majors. Cognitive g (general intelligence) and academic achievement g (general academic ability) are roughly the same from a measurement perspective, meaning that the variance accounted for by g among cognitive ability tests is roughly the same variance as that accounted for by g among academic achievement tests.
Empirical Evidence from Literary Research
To directly answer the question, evidence is provided from empirical studies. A five-year longitudinal study by Deary et al. examined the association between psychometric intelligence at age 11 and educational achievement in national examinations in 25 academic subjects at age 16. The correlation between a latent intelligence trait (Spearmans g) and a latent trait of educational achievement (GCSE scores) was 0.81. General intelligence contributed to success on all 25 subjects, with variance accounted for ranging from 58.6 in Mathematics to 18.1 in Art and Design. Girls showed no advantage in g but performed significantly better on all subjects except Physics, not due to their better verbal ability.
According to the top researcher for the second half of the 20th century, Alan S. W. Jensen, the Full Scale IQ of the Wechsler Adult Intelligence Scale (WAIS) correlated 0.44 with college students' Grade Point Average (GPA) at the end of the first semester. This correlation is lower than for high school students due to the greater restriction of range in both IQ and grades in the college sample. However, the correlated vectors suggest that college grades reflect g more than high school grades, likely because the college-level subject matter is more intellectually demanding.
Conclusion
While a high IQ is indeed predictive of academic success, it is not the sole determinant. Other factors such as study skills, motivation, and support systems also play a significant role. Understanding the complex interplay between these factors can help educators and students alike in optimizing academic performance. Further research is needed to delve deeper into the nuanced relationship between IQ and academic success.