The Relationship of Intelligence quotient (IQ) with Academic Performance and Critical Thinking Mediation.

Introduction: In the framework of structural equations, the relationships between these variables had an acceptable fit and all the research hypotheses were approved. In other words, the correlation between IQ with meaningful thinking, IQ correlation with academic performance, and correlation between critical thinking and academic performance were positive and significant. Methods: The present study is a correlational study. The statistical population of this study was all students of Khorram Darreh high school in the academic year of 1996-96. A total of 300 people were selected through multi-stage random sampling. Data were collected from: Raven Evolutionary Matrices, Critical Thinking Questionnaire and GPA. Data were analyzed using spss version 18 and Amos version 20 software. Results: In the framework of structural equations, the relationships between these variables had an acceptable fit and all the research hypotheses were approved. In other words, the correlation between IQ with meaningful thinking, IQ correlation with academic performance, and correlation between critical thinking and academic performance were positive and significant. Conclusion: IQs either directly or indirectly correlated with critical thinking with academic performance. In other words, using critical thinking skills can be a good result of academic performance, because using critical thinking leads to meaningful learning development in students. Therefore, it is suggested that critical thinking skills be defined as a single syllabus, in order to strengthen the students' academic performance, provide admissions with the critique of their opinions and opinions.