Does Intelligence Alone Determine Academic Achievement: A Cross-sectional Study among Adolescent Students

Description

Page: 311-314

Jyoti Mishra¹, Shobit Garg², Palak Upadhyay³, and Amool Ranjan Singh⁴ (Department of Psychiatry, Government Medical College & Hospital (GMCH), Chandigarh¹, Department of Psychiatry, Shri Mahant Indiresh Hospital, Dehradun, Uttarakhandh², Department of Clinical Psychology, Dayanand Medical College & Hospital (DMCH), Ludhiana, Punjab³, and Department of Clinical Psychology, Ranchi Institute of Neuro-Psychiatry and Allied Sciences (RINPAS), Ranchi-Jharkhand⁴)

The ability to make rational decisions comes from how educated and intelligent one is. Does this mean can intelligence alone define a person’s achievement? Hence this study is an effort to identify other factors that may contribute to academic achievement. The study was a school-based cross-sectional study with a sample size of 300 adolescent students. The sample was divided into 3 groups; high achievers, average achievers, and low achievers. They were assessed on verbal intelligence, performance intelligence, non-verbal intelligence, emotional intelligence, and adjustment using standardized tests. Statistical analysis was done using standard statistical tool. A statistically significant difference was found among all three groups. The high achievers group was significantly high on various components of intelligence, however, was poor on adjustment in comparison to other groups. Factors that contribute to academic achievement are beyond intelligence. Including these factors in the school, curriculum can help the teacher to understand students in a much better way and can further enhance their academic performance.