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: 1 January 2026 | Viewed by 1020
Special Issue Editors
Interests: SAT testing; ACT testing; elementary cognitive tasks; post-secondary academic achievement
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-blind 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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