The Effect of Intelligence and Academic Success on Self-Perceptions of Primary School Students

• Published in: International online journal of education & teaching Vol. 6; no. 4; pp. 906 - 922
• Main Authors: Yüksel, Müge, Özgen, Gülsen, Baykal, Nur Baser
• Format: Journal Article
• Language: English
• Published: Informascope 2019
• Subjects: Academic Achievement; Children; Correlation; Elementary School Students; Foreign Countries; Gender Differences; Grade 4; Intelligence; Language Arts; Long Term Memory; Mathematics Achievement; Psychomotor Skills; Self Concept; Success; Turkey (Istanbul)
• ISSN: 2148-225X; 2148-225X

This study examined the relationship between intelligence levels, self-perception, and the academic achievement of fourth-grade primary school students. The study was carried out with 36 students in a state school in Istanbul, Turkey. A survey was administered with a demographic form containing the students' Turkish and Mathematics course achievement scores and personal information, the Wechsler Intelligence Scale for Children-Revised-WISCR, and the Piers-Harris Children's Self Concept Scale. The findings indicated that neither self-perception nor the academic achievement is related to gender. Student intelligence scores were strongly related to mathematics scores and weakly related to Turkish scores. Achievement scores for Turkish and mathematics were positively associated with the information subtest scores for long-term memory in the verbal section of WISC-R. Achievement scores for the mathematics course predicted the digit symbol subtest scores (psychomotor coordination and speed) in the performance section of WISC-R. Intelligence and academic success had no significant relationship with the children's self-concepts.