Relationship between sluggish cognitive tempo, IQ and academic achievement test scores, and academic impairment in autism, ADHD, and elementary school samples

Three validity estimates relating Draw-A-Man scores to WISC, Stanford-Binet, California Mental Maturity, and Iowa Academic Achievement Test scores were obtained. Moderate to good correlations were found for individual IQ scores, but correlation with group test IQs was somewhat poorer. There was no correlation between Draw-A-Man IQs and academic achievement test scores.

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Mental health matters in elementary school: first-grade screening predicts fourth grade achievement test scores

European Child & Adolescent Psychiatry ◽

10.1007/s00787-011-0191-3 ◽

2011 ◽

Vol 20 (8) ◽

pp. 401-411 ◽

Cited By ~ 21

Author(s):

Maria Paz Guzman ◽

Michael Jellinek ◽

Myriam George ◽

Marcela Hartley ◽

Ana Maria Squicciarini ◽

...

Keyword(s):

Mental Health ◽

Elementary School ◽

Test Scores ◽

Fourth Grade ◽

First Grade ◽

Achievement Test ◽

Achievement Test Scores ◽

Grade Achievement

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Relations Among Teacher Rankings, Pupil-Teacher Interactions, and Academic Achievement: A Test of the Teacher Expectancy Hypothesis

American Educational Research Journal ◽

10.3102/00028312015004489 ◽

1978 ◽

Vol 15 (4) ◽

pp. 489-500 ◽

Cited By ~ 18

Author(s):

Sally R. Luce ◽

Robert D. Hoge

Keyword(s):

Academic Achievement ◽

Test Scores ◽

Teacher Expectations ◽

Achievement Test ◽

Teacher Interactions ◽

Achievement Test Scores ◽

Expectancy Effect ◽

Teacher Expectancy

The framework for this study was a model of teacher expectancy postulating links between teacher expectations, teacher and pupil behaviors, and academic achievement. The model was tested by exploring relations among teacher rankings of pupils, observations of pupil attentiveness, observations of teacher-pupil interactions, and standarized achievement test scores. Significant relations were obtained between teacher rankings and certain of the behavior categories, between behaviors and achievement, and between teacher rankings and achievement. It was concluded from the analyses, however, that a teacher expectancy effect was not operating in this situation as a determinant of achievement. The measurement of teacher expectations and the role of IQ in the behavior-achievement relation are also discussed.

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Reliability and Convergent Validity of Ideational Flexibility as a Function of Academic Achievement

Perceptual and Motor Skills ◽

10.2466/pms.1985.61.3f.1075 ◽

1985 ◽

Vol 61 (3_suppl) ◽

pp. 1075-1081 ◽

Cited By ~ 37

Author(s):

Mark A. Runco

Keyword(s):

Academic Achievement ◽

Test Scores ◽

Convergent Validity ◽

Divergent Thinking ◽

Partial Correlation ◽

Achievement Test ◽

Achievement Test Scores ◽

Unique Variance ◽

Ideational Fluency

Recent evidence suggests that ideational flexibility shares a significant amount of variance with ideational fluency, and more importantly, that the unique variance of flexibility is unreliable and invalid in terms of inter-item and intertest correlations. However, these findings have been demonstrated only with nongifted individuals. The present study used partial-correlation procedures to evaluate the unique variance of flexibility in the divergent thinking of 230 gifted and nongifted children. Four groups (quartiles of a distribution of composite achievement test scores) were compared for reliability and convergent validity of their flexibility scores. Results confirmed there were significant differences among the four groups and that the unique variance of flexibility was only reliable and valid for the children in the quartile high in achievement.

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Correlations among Stanford Achievement Test Scores, Intelligence, and Age by Level of Intelligence in Grades 3 and 6

Psychological Reports ◽

10.2466/pr0.1973.33.1.235 ◽

1973 ◽

Vol 33 (1) ◽

pp. 235-238

Author(s):

Marian Wozencraft

Keyword(s):

Elementary School ◽

School Children ◽

Test Scores ◽

Elementary School Children ◽

Achievement Test ◽

Achievement Test Scores ◽

Stanford Achievement Test

Magnitudes of correlations of achievement and IQ within levels of intelligence and between ages for elementary school children show that these factors must be considered in research and in evaluations.

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