Problems of education , develoPment , and clinical Practice

The study examined the relationship between self-, peer-and test-estimated intelligence , academic self-concept and academic achievement. Subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 40% of its variance. The obtained pattern of results is presented via SEM-model which accounts for 75% variance in the latent factor of academic achievement. Author suggests the importance of further studying complex sets of achievement predictors from ability, personality and mediating domains. Introduction It is not surprising that IQ measures predict educational achievement as they have had a long history of validation specifically against achievement criteria (Deary, et al., 2007; Mackintosh, 2006; Sternberg, 2003). Psychology systematically studied predictive value of intelligence measures in the educational domain and there is little doubt that this value is significant: Correlations between psychometric intelligence and educational achievement are usually moderate to strong (e.g., Deary, et al., 2007; McGrew, and Knopik, 1993). However, conventional IQ measures typically explain only about 25% of variance in learning outcomes and their predictive power seems to lower when studied on higher lev