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J. Intell.
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Intelligence Testing and Its Role in Academic Achievement
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Intelligence Testing and Its Role in Academic Achievement

A special issue of Journal of Intelligence (ISSN 2079-3200). This special issue belongs to the section "Contributions to the Measurement of Intelligence".

Deadline for manuscript submissions: closed (31 March 2026) | Viewed by 7656

Editors

Prof. Dr. Meredith C. Frey

E-Mail Website
Guest Editor
Department of Psychology, Otterbein University, 1 S. Grove St., Westerville, OH 43081, USA
Interests: SAT testing; ACT testing; elementary cognitive tasks; post-secondary academic achievement
Dr. Christopher R. Niileksela

E-Mail Website
Guest Editor
Department of Educational Psychology, University of Kansas, Lawrence, KS 66045, USA
Interests: cognitive assessment; academic assessment; specific learning disability identification; measurement invariance; longitudinal research

Special Issue Information

Dear Colleagues,

The relationship between intelligence testing and academic achievement is historically well-studied and yields consistent empirical results. Intelligence tests predict academic achievement across ages, educational levels, and ability levels moderately well. Despite this consistent evidence, the use of intelligence testing for academic placement and to help understand academic difficulties remains unpopular. As such, we see a robust and growing resistance to intelligence testing for academic use (e.g., the growth of authentic assessment practices in primary/secondary school; test optional or test blind practices in postsecondary admissions). In this special issue, we invite authors to contribute empirical research articles, theoretical papers, or reviews on the relationship between intelligence testing and academic achievement. We are especially interested in papers that elucidate for whom and/or under what circumstances intelligence testing is useful, particularly regarding placement in educational programs (e.g., gifted programs, special education), post-secondary admissions and selection, and to help understand individual differences in academic achievement. Potential topics include (but are not limited to) the following:

  • The use of intelligence testing for academic placement in primary and secondary schools (e.g., gifted education, learning differences).
  • The use of intelligence testing to help understand giftedness and/or learning difficulties in children and adolescents.
  • What information is gained by utilizing intelligence testing in education? What information is still lacking?
  • The use of intelligence testing for admission or placement in postsecondary schools.
  • The impact of test optional and test blind admission policies and academic achievement in postsecondary schools.

Prof. Dr. Meredith C. Frey
Dr. Christopher R. Niileksela
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Journal of Intelligence is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • intelligence testing
  • academic achievement
  • university admissions
  • gifted identification
  • learning disabilities

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Published Papers (6 papers)

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28 pages, 2317 KB  
Article
Cognitive–Mathematics Relations: A Meta-Analysis of Norm-Referenced Standardized Test Batteries
by Christopher R. Niileksela, Daniel B. Hajovsky, Francisco Philippe Cocar-Montenegro, William Joel Schneider, Dawn P. Flanagan and Vincent C. Alfonso
J. Intell. 2026, 14(7), 142; https://doi.org/10.3390/jintelligence14070142 - 6 Jul 2026
Viewed by 945
Abstract
The relationships between cognitive abilities and mathematics skills are important to examine to help clarify how cognitive abilities promote mathematics development and inform why some individuals have difficulty acquiring mathematics skills. Meta-analyses of cognitive–mathematics relations can help summarize this research across a wide [...] Read more.
The relationships between cognitive abilities and mathematics skills are important to examine to help clarify how cognitive abilities promote mathematics development and inform why some individuals have difficulty acquiring mathematics skills. Meta-analyses of cognitive–mathematics relations can help summarize this research across a wide variety of test batteries and samples. This study compiled data from technical manuals of 122 norm-referenced standardized test batteries and included over 47,000 correlations from over 550 correlation matrices to summarize cognitive–mathematics relations using meta-analysis. The meta-analytic correlations were used to estimate cognitive–mathematics relations in an integrated model of cognitive abilities and mathematics skills. Fluid reasoning and comprehension-knowledge were two of the most consistent cognitive predictors of mathematics skills, and foundational mathematics skills (e.g., number sense and math fluency) were consistent predictors of advanced mathematics skills (e.g., math problem solving). A supplemental analysis examined how several narrow cognitive abilities (e.g., lexical knowledge, induction) predict mathematics skills. Results suggested that some narrow cognitive abilities, like general knowledge and general sequential reasoning, were consistent predictors of mathematics skills. This study summarizes a large amount of data from norm-referenced standardized test batteries to clarify how cognitive abilities predict mathematics skills. These results can inform both theoretical models of mathematics development and practical strategies when evaluating individuals who may have difficulty acquiring mathematics skills. Full article
(This article belongs to the Special Issue Intelligence Testing and Its Role in Academic Achievement)
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20 pages, 2632 KB  
Article
Differential Effects of Social and Digital Feedback Interventions in the Figural Analogies Learning Test (FALT)
by Adrian Büchli, Jens F. Beckmann and Stefan J. Troche
J. Intell. 2026, 14(7), 134; https://doi.org/10.3390/jintelligence14070134 - 2 Jul 2026
Viewed by 648
Abstract
Dynamic testing (DT) aims to overcome a limitation of static assessment by providing learning opportunities as part of the test procedure so as to allow an individual’s latent potential to be evaluated rather than relying on a mere snapshot of their performance. Despite [...] Read more.
Dynamic testing (DT) aims to overcome a limitation of static assessment by providing learning opportunities as part of the test procedure so as to allow an individual’s latent potential to be evaluated rather than relying on a mere snapshot of their performance. Despite strong theoretical support, DT remains underutilized in research and applied settings. Thus, this study analyzes whether the Figural Analogies Learning Test (FALT), a newly developed short-term learning test (a DT procedure), is suitable for the assessment of latent potential in school-aged children. Mode of delivery for learning opportunities (i.e., feedback) was experimentally manipulated to investigate whether a digital or social modality results in differential effects on learning gains. A further aim was to establish whether—by capturing test takers’ latent potential—the FALT has incremental predictive utility in relation to academic achievement. The study randomly assigned 279 Swiss schoolchildren to one of three conditions: digital FALT, social FALT, or a static analogies task, all based on the same item set. Intervention effectiveness was evaluated using a static retest two weeks later. In both FALT conditions (digital and social), children achieved higher scores at the repeated assessment than in the static control condition. Moreover, socially mediated feedback produced significantly larger score gains than digitalized feedback. The three conditions did not differ in their ability to predict academic achievement and, thus, showed no incremental predictive utility for the FALT. However, an explorative exclusion of children with high grade averages indicated an advantage for the digital FALT relative to its static counterpart. The results provide tentative evidence that while both digitally and socially mediated feedback enhance learning performance, the latter is more effective. We discuss the absence of incremental predictive utility, specifically in the context of self-regulated learning, as well as implications for the design and diagnostic use of learning tests in educational contexts. Full article
(This article belongs to the Special Issue Intelligence Testing and Its Role in Academic Achievement)
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24 pages, 1103 KB  
Article
From Incremental Validity to Decision Utility: A Framework for Intelligence Testing in Education
by Liliana Pedraja-Rejas, Carmen Araneda-Guirriman and Emilio Rodríguez-Ponce
J. Intell. 2026, 14(6), 101; https://doi.org/10.3390/jintelligence14060101 - 5 Jun 2026
Viewed by 743
Abstract
Intelligence tests predict academic achievement, but their use in educational decision-making remains contested. We develop a decision-analytic framework, centered on a staged decision architecture, to determine when, for whom, and for which educational decisions intelligence testing adds value beyond grades, achievement measures, and [...] Read more.
Intelligence tests predict academic achievement, but their use in educational decision-making remains contested. We develop a decision-analytic framework, centered on a staged decision architecture, to determine when, for whom, and for which educational decisions intelligence testing adds value beyond grades, achievement measures, and contextual evidence. Drawing on psychometric scholarship, a generative account of achievement, and illustrative decision scenarios, we distinguish incremental validity from decision utility. Incremental validity refers to the predictive gain obtained by adding cognitive measures, whereas decision utility refers to the net benefit of using those measures once base rates, capacity constraints, error costs, fairness, and legitimacy are considered. We use the framework to identify conditions in which intelligence testing is expected to be most informative, especially educational transitions, contexts with uneven opportunity, and discrepancy-focused decisions such as underachievement or twice-exceptionality. We also specify minimum conditions for responsible use, including intended use, construct representation, reliability or precision, measurement comparability, predictive bias checks, and monitoring of distributional impact. We conclude that intelligence testing should be used conditionally and sequentially, with achievement and contextual indicators used first and cognitive assessment added only when it is likely to change the decision. Full article
(This article belongs to the Special Issue Intelligence Testing and Its Role in Academic Achievement)
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20 pages, 2880 KB  
Article
From Abstract to Domain-Specific: Development and Validation of Matrix Reasoning Tasks for Students in Biology
by Colin Peperkorn and Claas Wegner
J. Intell. 2026, 14(4), 69; https://doi.org/10.3390/jintelligence14040069 - 17 Apr 2026
Viewed by 842
Abstract
Matrix reasoning tests are frequently used to measure intelligence and identify gifted students across domains. To date, there is limited evidence on the usefulness of contextualised tasks for identifying domain-specific giftedness. In the current study, matrix reasoning tasks tailored to biological contexts were [...] Read more.
Matrix reasoning tests are frequently used to measure intelligence and identify gifted students across domains. To date, there is limited evidence on the usefulness of contextualised tasks for identifying domain-specific giftedness. In the current study, matrix reasoning tasks tailored to biological contexts were developed and validated for students in grades 3–6. The tasks were evaluated across two research cycles, involving a total of N = 895 students (n1 = 470; n2 = 425). An item analysis based on item response theory indicated acceptable item parameters and fit indices for the final item pool. Correlation analyses revealed moderate-to-strong associations with IQ, assessed via abstract matrix reasoning, as well as with domain-specific achievement in biological inquiry processes. A known-groups comparison revealed that students identified as gifted in biology outperformed a comparison group of peers, providing preliminary known-groups validity evidence for the developed tasks. Overall, the matrix reasoning tasks tailored to biology showed acceptable psychometric properties, demonstrated positive correlations with achievement in biological inquiry, and the study provided initial evidence of their usefulness for identifying gifted students in biology. Full article
(This article belongs to the Special Issue Intelligence Testing and Its Role in Academic Achievement)
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12 pages, 807 KB  
Article
Quantile Regression of Cognitive Ability and Achievement Inequality Before and After the Pandemic in One State
by Al Mansor Helal and Jonathan Wai
J. Intell. 2026, 14(3), 36; https://doi.org/10.3390/jintelligence14030036 - 2 Mar 2026
Viewed by 1194
Abstract
This study draws from two cohorts of students (total N = 10,508) to examine cognitive ability and achievement inequality around the COVID-19 pandemic. Before and after the pandemic, two groups of Arkansas students were given both the Cognitive Abilities Test (CogAT), which is [...] Read more.
This study draws from two cohorts of students (total N = 10,508) to examine cognitive ability and achievement inequality around the COVID-19 pandemic. Before and after the pandemic, two groups of Arkansas students were given both the Cognitive Abilities Test (CogAT), which is considered more of an ability or reasoning measure, and the ACT-Aspire, which is considered more of an achievement measure. We use a quantile regression framework to examine possible distributional impacts of the COVID-19 pandemic. Results demonstrate that the cognitive ability and/or achievement gaps did not widen after the pandemic, instead they stayed stable or narrowed moderately across groups. Results also indicate that cognitive ability was a significant and consistent predictor of achievement before COVID-19, but the strength of this relationship attenuated noticeably after the pandemic. This work helps add to the literature on COVID learning changes (large losses for many students), drawing from a large database of students in one state. Full article
(This article belongs to the Special Issue Intelligence Testing and Its Role in Academic Achievement)
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21 pages, 2065 KB  
Article
Reading and Writing Abilities in Students with Mild Nonspecific Intellectual Disability: A Multivariate Examination of Literacy and Cognitive Processing Abilities
by Urszula Sajewicz-Radtke, Ariadna Beata Łada-Maśko, Paweł Jurek, Michał Olech and Bartosz Mikołaj Radtke
J. Intell. 2025, 13(12), 161; https://doi.org/10.3390/jintelligence13120161 - 8 Dec 2025
Cited by 1 | Viewed by 1468
Abstract
Individuals with mild nonspecific intellectual disability (NSID) often exhibit delayed literacy development. Unfortunately, how cognitive–linguistic processing profiles influence literacy in this population lacks clarity. This study investigated literacy development in this population, considering the cognitive–linguistic mechanisms. The Specialist Battery for the Diagnosis of [...] Read more.
Individuals with mild nonspecific intellectual disability (NSID) often exhibit delayed literacy development. Unfortunately, how cognitive–linguistic processing profiles influence literacy in this population lacks clarity. This study investigated literacy development in this population, considering the cognitive–linguistic mechanisms. The Specialist Battery for the Diagnosis of Cognitive Abilities and School Skills was used to assess cognitive–linguistic abilities and literacy-related skills in 122 participants. Fuzzy C-means clustering was used to identify processing profiles. Developmental age equivalents in literacy were estimated using local regression models and matched comparisons with typically developing peers. Two cognitive–linguistic profiles emerged: globally weaker and moderately developed. Those with NSID performed significantly lower than their peers in all domains. Their literacy skills aligned with those of children 2–4 years younger, and plateaued after age 15. Cognitive–linguistic heterogeneity in students with NSID should guide targeted literacy interventions. The findings inform ICD-11 educational expectations for individuals with mild NSID. Full article
(This article belongs to the Special Issue Intelligence Testing and Its Role in Academic Achievement)
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