The Sternberg Triarchic Abilities Test (STAT) as a measure of academic achievement and general intelligence

The degree to which practical, creative, and analytical abilities, measured by the Sternberg Triarchic Abilities Test (STAT) (Sternberg, 1993), significantly contribute to the prediction of academic achievement, independent of general intelligence, was investigated. Although Sternberg et al. (2000)...

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Bibliographic Details
Published in:	Personality and individual differences Vol. 35; no. 8; pp. 1803 - 1807
Main Authors:	Koke, Lena C., Vernon, Philip A.
Format:	Journal Article
Language:	English
Published:	Oxford Elsevier Ltd 01-12-2003 Elsevier
Subjects:	Academic achievement Biological and medical sciences Cognition. Intelligence Fundamental and applied biological sciences. Psychology Intelligence Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychometrics Sternberg Triarchic Abilities Test Intelligence Academic achievement Sternberg Triarchic Abilities Test Human Evaluation scale Prediction Psychometrics Cognition Intelligence test College academic achievement Test validation Intellectual ability Intelligence quotient
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Summary:	The degree to which practical, creative, and analytical abilities, measured by the Sternberg Triarchic Abilities Test (STAT) (Sternberg, 1993), significantly contribute to the prediction of academic achievement, independent of general intelligence, was investigated. Although Sternberg et al. (2000) claim that the STAT is not related to, nor a measure of, general intelligence, data obtained by Sternberg, Ferrari, Clinkenbeard, and Grigorenko (1996), found that STAT scores were significantly correlated with measures of general intelligence. In the present study, introductory psychology midterm examination grades, STAT scores, and Wonderlic Personnel Test scores (as a measure of general intelligence), were obtained from undergraduate students at the University of Western Ontario ( N=150). Total STAT scores and each of the STAT subsection scores were significantly related to Wonderlic test scores, P<0.01, and the STAT subsections were significantly related to each other, P<0.01. The partial correlations between midterm grades and creative, practical, analytical, and total STAT scores, with the variance due to the Wonderlic test removed, were also found to be significant for practical and for total STAT scores, P<0.05, but nonsignificant for creative and analytical STAT scores. A factor analysis including midterm examination grades, the Wonderlic test, and each of the STAT subsections revealed a single general factor. Thus, some results supported Sternberg but others were contrary to his claims.
ISSN:	0191-8869 1873-3549
DOI:	10.1016/S0191-8869(03)00005-9