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What is the correlation between Grade Point Average (GPA) and intelligence?

What is the correlation between Grade Point Average (GPA) and intelligence?


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  • What is an authoritative empirical estimate of the correlation between pscyhometric measures of intelligence and Grade Point Average (GPA)?
  • What are the main factors that influence the size of the correlation? E.g., country, level of schooling (e.g., primary, secondary, university), method of GPA measurement, etc.

Specifically, I'm interested in estimates derived ideally from meta-analyses. But estimates based on large sample studies would also be welcome.


Assessing Adolescent And Adult Intelligence (Kaufman & Lichtenberger, 2005) goes through quite a bit of the research on this. Or you can use the correlation of 0.7 that they report, which is based on an aggregation of more recent studies of adult intelligent test scores and academic achievement. I don't see where they break down country, but they do look at level of schooling a bit. Perhaps some of their sources will help.


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Study Description: A school educator is interested in determining the relationships between grade point average (GPA) and IQ scores among ninth graders. The educator takes a random sample of 40 ninth graders aged 14 years old and administers the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). The WISC-IV includes a Full Scale IQ (FSIQ however for this assignment we will just call it IQ) that comprises verbal comprehension, perceptual reasoning, working memory, and processing speed skills.

Output file: See Week_2_SPSS_Output.pdf.

Answer the following Questions:

  1. Hypothesis – Formulate a hypothesis about the two variables. What do you think is the relationship between IQ scores and GPA?
  2. Variables – Identify the variables and each of their attributes: discrete or continuous, quantitative or categorical, scale of measurement (nominal, ordinal, interval, or ratio), and independent or dependent.
  3. Descriptive statistics – Write an overview of the descriptive statistics (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Include the following in your discussion:
    • How do the measures of central tendency and variability provide us with an overview of the characteristics and shape of the distribution of each variable? What are these statistic
    • Keeping in mind that the WISC-IV has a mean of 100 and Standard Deviation of 15, what assumptions could you make about the IQ scores and suitability of this IQ test for the group of students sampled?
    • Keeping in mind that the WISC-IV has a mean of 100 and Standard Deviation of 15, how many students’ IQ scores in this sample are within one standard deviation below the test’s mean? Two standard deviations below the test’s mean? What percentage of students in this sample had an IQ score less than or equal to 70? An IQ score greater or equal to 100?
  4. Correlation – Write an overview of the results of the correlation (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
    • Is there a significant correlation between IQ scores and GPA? If so, what does a significant correlation mean?
    • Using the correlation table and scatterplot, explain whether the relationship is positive, negative, or no correlation.
    • Describe the strength of the relationship (e.g. very strong, moderate, weak, etc.).
    • What do the results tell us about our hypotheses?
    • What conclusions can we draw from these results? What conclusions can we NOT make using these results?
    • What issues regarding the sample used or how the data was collected should be considered in the interpretation of the data?
  5. Regression – Write an overview of the results of the regression (1 paragraph), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
    • In the regression, what variable is the dependent variable and what variable is the independent variable?
    • What do the regression results tell us about IQ scores and GPA?

The post A School Educator Is Interested In Determining The Relationships Between Grade Point Average (GPA) appeared first on Smart Essays.


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Study Description: A school educator is interested in determining the relationships between grade point average (GPA) and IQ scores among ninth graders. The educator takes a random sample of 40 ninth graders aged 14 years old and administers the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). The WISC-IV includes a Full Scale IQ (FSIQ however for this assignment we will just call it IQ) that comprises verbal comprehension, perceptual reasoning, working memory, and processing speed skills.

Output file: See Week_2_SPSS_Output.pdf.

Answer the following Questions:

  1. Hypothesis – Formulate a hypothesis about the two variables. What do you think is the relationship between IQ scores and GPA?
  2. Variables – Identify the variables and each of their attributes: discrete or continuous, quantitative or categorical, scale of measurement (nominal, ordinal, interval, or ratio), and independent or dependent.
  3. Descriptive statistics – Write an overview of the descriptive statistics (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Include the following in your discussion:
    • How do the measures of central tendency and variability provide us with an overview of the characteristics and shape of the distribution of each variable? What are these statistic
    • Keeping in mind that the WISC-IV has a mean of 100 and Standard Deviation of 15, what assumptions could you make about the IQ scores and suitability of this IQ test for the group of students sampled?
    • Keeping in mind that the WISC-IV has a mean of 100 and Standard Deviation of 15, how many students’ IQ scores in this sample are within one standard deviation below the test’s mean? Two standard deviations below the test’s mean? What percentage of students in this sample had an IQ score less than or equal to 70? An IQ score greater or equal to 100?
  4. Correlation – Write an overview of the results of the correlation (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
    • Is there a significant correlation between IQ scores and GPA? If so, what does a significant correlation mean?
    • Using the correlation table and scatterplot, explain whether the relationship is positive, negative, or no correlation.
    • Describe the strength of the relationship (e.g. very strong, moderate, weak, etc.).
    • What do the results tell us about our hypotheses?
    • What conclusions can we draw from these results? What conclusions can we NOT make using these results?
    • What issues regarding the sample used or how the data was collected should be considered in the interpretation of the data?
  5. Regression – Write an overview of the results of the regression (1 paragraph), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
    • In the regression, what variable is the dependent variable and what variable is the independent variable?
    • What do the regression results tell us about IQ scores and GPA?

The post A School Educator Is Interested In Determining The Relationships Between Grade Point Average (GPA) appeared first on Nursing Papers Hub.


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Week 5 assignment | Psychology homework help

Study Description: A school educator is interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders. The educator takes a random sample of 30 ninth graders aged 14 years old and administers the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). The WISC-IV includes a Full Scale IQ (FSIQ however, for this assignment we will just call it IQ).

Answer the following Questions:

  1. Hypotheses – Formulate null and alternative hypotheses. What do you think is the relationship between IQ scores and GPA?
  2. Variables – Describe the scale of measurement (nominal, ordinal, interval, or ratio) for each of the variables.
  3. Correlation – Write an overview of the results of the correlation (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
    • Is there a significant correlation between IQ scores and GPA? If so, what does a significant correlation mean?
    • Using the correlation table and scatterplot, explain whether the relationship is positive, negative, or no correlation.
    • Describe the strength of the relationship (e.g. very strong, moderate, weak, etc.).
    • What do the results tell us about your hypotheses?
    • What conclusions can we draw from these results? What conclusions can we NOT make using these results?

Write a total of 400-700 words in response to these questions.


What is the correlation between Grade Point Average (GPA) and intelligence? - Psychology

Study Description: A school educator is interested in determining the relationships between grade point average (GPA) and IQ scores among ninth graders. The educator takes a random sample of 40 ninth graders aged 14 years old and administers the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). The WISC-IV includes a Full Scale IQ (FSIQ however for this assignment we will just call it IQ) that comprises verbal comprehension, perceptual reasoning, working memory, and processing speed skills.

Output file: See Week_2_SPSS_Output.pdf.

Answer the following Questions:

  1. Hypothesis – Formulate a hypothesis about the two variables. What do you think is the relationship between IQ scores and GPA?
  2. Variables – Identify the variables and each of their attributes: discrete or continuous, quantitative or categorical, scale of measurement (nominal, ordinal, interval, or ratio), and independent or dependent.
  3. Descriptive statistics – Write an overview of the descriptive statistics (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Include the following in your discussion:
    • How do the measures of central tendency and variability provide us with an overview of the characteristics and shape of the distribution of each variable? What are these statistic
    • Keeping in mind that the WISC-IV has a mean of 100 and Standard Deviation of 15, what assumptions could you make about the IQ scores and suitability of this IQ test for the group of students sampled?
    • Keeping in mind that the WISC-IV has a mean of 100 and Standard Deviation of 15, how many students’ IQ scores in this sample are within one standard deviation below the test’s mean? Two standard deviations below the test’s mean? What percentage of students in this sample had an IQ score less than or equal to 70? An IQ score greater or equal to 100?
  4. Correlation – Write an overview of the results of the correlation (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
    • Is there a significant correlation between IQ scores and GPA? If so, what does a significant correlation mean?
    • Using the correlation table and scatterplot, explain whether the relationship is positive, negative, or no correlation.
    • Describe the strength of the relationship (e.g. very strong, moderate, weak, etc.).
    • What do the results tell us about our hypotheses?
    • What conclusions can we draw from these results? What conclusions can we NOT make using these results?
    • What issues regarding the sample used or how the data was collected should be considered in the interpretation of the data?
  5. Regression – Write an overview of the results of the regression (1 paragraph), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
    • In the regression, what variable is the dependent variable and what variable is the independent variable?
    • What do the regression results tell us about IQ scores and GPA?

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How strong is the correlation between GPA and IQ, if any?

I have always wondered what the correlation is. Some people use the demotivated argument: That people with high IQ's find high school and college (to a lesser degree) so easy and boring that they are demotivated by it and do not want to work. Others say that just the strength of a high IQ is enough to maintain a high GPA, even with minimal work being done. Perhaps there a cutoff level to this where those with high IQ's no longer share a significant relationship to high GPA's (statistically speaking), resembling a logarithmic graph.

Are there any psychologists that can answer this question or point me to some scholarly research done on it? I am very interested to see exactly what the relationship is

There is some great work by Angela Duckworth on this subject. Her work suggests that Motivation and Self-Discipline are explaining a lot of the relation between IQ and GPA.

Also, I should note that high IQ doesn't necessarily lead to high GPA. In Outliers, Malcom Gladwell cites a study that suggests an above average IQ (

115) is no more beneficial to your life achievement than an IQ of, say, 190. There are other factors that are important (e.g., social skills, emotional intelligence, creativity, mental health) that can significantly affect your life achievement irrespective of how good your IQ is. These points are also echoed in the Duckworth articles.

Thanks, ill be sure to look into it!

To answer your question exactly: something like r=0.3, depending on the study.

Self-disciple (i.e. work ethic) is a better predictor of grades. For example the Asian and Jewish community places a high value on scholastic achievement which leads to higher achievement per IQ point. This trend continues after school in the form of higher income per IQ point.

Kids with higher IQs do still get higher grades, but its predictive power is lower--the data are more scattered. A kid with higher self-discipline is a lot more likely to have a higher gpa than a kid with low self-discipline, than a kid with a high IQ is to have grades higher than a low IQ kid.

That's no correlation in my world. I start believing things when they are r=0.7 at least.

What about standardized tests and IQ?

You should consider a GPA and IQ as artificial scores that try to standardize people, they have some weight but do not take them to be the end all of testing the potential of a person.

I've had experience in this field/ child psychiatry. I've had patients with IQ's as high as 155, and they had behavioral problems and were failing out of school. They had a high sense of entitlement and felt everything they did was special. A problem with high IQ's at an early age is that many of these patients become aware of this too soon. Consider a very high IQ similar to if a person is EXTREMELY attractive at an early age. It starts to become a disadvantage when they are aware of this and are they are also treated differently by society.

The best IQ to have is called an "optimal IQ"

"It may seem reasonable to believe that the higher our IQ, the better off we are. Yet, it turns out that's not necessarily true. Those with higher IQs will have an advantage over those with lower IQs – all else being equal – when it comes to ease of learning and having the cognitive skills necessary to succeed in certain careers. However, researchers have found that beyond an IQ of about 120 there is little relationship between IQ and personal achievement. (And please note that an IQ of 120 does not even meet the cutoff score of 130 used by most districts as selection criteria for entrance into a gifted education program.) Beyond this level, achievement appears to be related more to things like creativity, leadership ability, and personal motivation than to IQ. Those with extremely high IQs (in the 145 to 180 range, for example) do no better than those with IQs in the 120s when it comes to career success and creative accomplishments. And having a higher IQ is certainly no guarantee that you'll zip through life effortlessly accomplishing great things."


A school educator is interested in determining the relationships between grade point average (GPA)

Study Description: A school educator is interested in determining the relationships between grade point average (GPA) and IQ scores among ninth graders. The educator takes a random sample of 40 ninth graders aged 14 years old and administers the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). The WISC-IV includes a Full Scale IQ (FSIQ however for this assignment we will just call it IQ) that comprises verbal comprehension, perceptual reasoning, working memory, and processing speed skills.

Answer the following Questions:

  1. Hypothesis – Formulate a hypothesis about the two variables. What do you think is the relationship between IQ scores and GPA?
  2. Variables – Identify the variables and each of their attributes: discrete or continuous, quantitative or categorical, scale of measurement (nominal, ordinal, interval, or ratio), and independent or dependent.
  3. Descriptive statistics – Write an overview of the descriptive statistics (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Include the following in your discussion:
    • How do the measures of central tendency and variability provide us with an overview of the characteristics and shape of the distribution of each variable? What are these statistic
    • Keeping in mind that the WISC-IV has a mean of 100 and Standard Deviation of 15, what assumptions could you make about the IQ scores and suitability of this IQ test for the group of students sampled?
    • Keeping in mind that the WISC-IV has a mean of 100 and Standard Deviation of 15, how many students’ IQ scores in this sample are within one standard deviation below the test’s mean? Two standard deviations below the test’s mean? What percentage of students in this sample had an IQ score less than or equal to 70? An IQ score greater or equal to 100?
  4. Correlation – Write an overview of the results of the correlation (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
    • Is there a significant correlation between IQ scores and GPA? If so, what does a significant correlation mean?
    • Using the correlation table and scatterplot, explain whether the relationship is positive, negative, or no correlation.
    • Describe the strength of the relationship (e.g. very strong, moderate, weak, etc.).
    • What do the results tell us about our hypotheses?
    • What conclusions can we draw from these results? What conclusions can we NOT make using these results?
    • What issues regarding the sample used or how the data was collected should be considered in the interpretation of the data?
  5. Regression – Write an overview of the results of the regression (1 paragraph), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
    • In the regression, what variable is the dependent variable and what variable is the independent variable?
    • What do the regression results tell us about IQ scores and GPA?
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A school educator is interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders.

A school educator is interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders.

The educator takes a random sample of 30 ninth graders aged 14 years old and administers the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). The WISC-IV includes a Full-Scale IQ (FSIQ however, for this assignment we will just call it IQ).


Answer the following questions:

Hypotheses – Formulate null and alternative hypotheses. What do you think is the relationship between IQ scores and GPA?
Variables – Describe the scale of measurement (nominal, ordinal, interval, or ratio) for each of the variables.
Correlation – Write an overview of the results of the correlation (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
Is there a significant correlation between IQ scores and GPA? If so, what does a significant correlation mean?
Using the correlation table and scatterplot, explain whether the relationship is positive, negative, or no correlation.
Describe the strength of the relationship (e.g. very strong, moderate, weak, etc.).
What do the results tell us about your hypotheses?
What conclusions can we draw from these results? What conclusions can we NOT make using these results?
Write a total of 400-700 words in response to these questions.

A school educator is interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders.


Watch the video: Подсчет среднего балла GPA Grade point average (May 2022).


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