Successful completion of a university degree is a complex matter. Based on considerations regarding the demands of acquiring a university degree, the aim of this paper was to investigate the utility of complex problem-solving (CPS) skills in the prediction of objective and subjective university success (SUS). The key finding of this study was that…

Investigates the relationship between the WISC IQ and academic achievement in regularily placed first-grade black children. (Author)

Over the past nine years 462 sophomore college students in 23 classes in General Psychology were administered at least one test of intelligence. Coefficients of correlation were computed between these scores and the scores on author-made objective subject matter tests ("Tests") and the performance on "Non-tests" (experiments, reviews,…

Scores from a scoring system for the Bender-Gestalt and Beery's Developmental Test of Visual-Motor Integration for a group of 86 elementary students were correlated with Wide Range Achievement Test scores, controlling for WISC-R IQ. Results suggested that visual-motor ability may not contribute to the prediction of achievement. (Author)

WISC and WISC-R test results were correlated with achievement test scores and school grades of 36 children who had completed two years of school. Global intelligence estimates from both scales correlated at significant levels with all achievement test measures. (Author)

Investigated capability of WISC-R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores to predict academic achievement as measured by the Wide Range Achievement Test (WRAT). Multivariate multiple regression analysis revealed FD and VC factors predict WRAT reading, spelling, and arithmetic…

Standardized tests will not satisfactorily predict achievement, given the "conventional" intelligence and achievement test scores that correlate with measures of abilities deemed important by schools. (Author/IRT)

IQ tests were viewed solely as predictors in this investigation. The results revealed equal but very low within-ethnic-group correlations between IQ and achievement measures administered concurrently prior to desegregation and for tests administered one and two years following desegregation. (Author)

This report discusses the practical problems encountered in a longitudinal study now in its fourth year, where the focus has been the early identification of later learning disorders. The general goal was the identification of tests with the characteristics of high reliability, low cost, short time to administer, low demand on scoring…

Explored the relations of the Concept Assessment Kit-Conservation to the Stanford-Binet and the Wide Range Achievement Test in a sample of 155 educable mentally retarded children. Results suggest that Piagetian intelligence is somewhat distinct from psychometric intelligence but suggest that the latter is the better predictor of academic…

The utility of intelligence tests for teaching and learning is questionable. These tests and the construct of intelligence have little value in classifying, predicting, and diagnosing the mental competence of Black children. Research may reveal components of mental potential which are more testable. Standardized I.Q. tests should be abandoned. (VM)

The capability of the Slosson Intelligence Test and the Otis Lennon Mental Ability Test to predict academic achievement as measured by the Stanford Achievement Test is examined. The results indicated that the Slosson and Otis-Lennon significantly predict Stanford Vocabulary, Reading Comprehension, and Mathematical Concepts subtest scores.…

The results of this study indicate that the WISC-R IQs are good predictors of achievement. They predict general achievement as represented by the PIAT total score and achievement in specific areas including reading recognition, mathematics, and spelling as measured by the PIAT. (Author)