Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study

Few studies have explored the differential contribution of general intelligence, short-term memory and study habits has on academic achievement during elementary school, especially a two-year follow-up. The aim this is to determine whether there relationship between intelligence quotient (IQ), their ability predict children in school (74 pupils aged 8–9 years old). instruments used are General Factorial Intelligence Test (GFI-3 revised), Yuste Memory (MY), Study Habits Techniques Questionnaire (SHTQ) average score obtained final exams both 3rd 4th grade. IQ, significantly related achievement. These variables can 56–59 % (p < .001) variability concludes that IQ two significant predictor