Lemos Gina C, Guisande M Adelina, Almeida Leandro S
Instituto Politécnico de Setúbal, Escola Superior de Educação, 2910-761 Setúbal, Portugal.
CIEd-Research Centre on Education, Institute of Education, University of Minho, 4710-057 Braga, Portugal.
J Intell. 2025 Feb 14;13(2):21. doi: 10.3390/jintelligence13020021.
The school curriculum is increasingly aligned with real-world contexts and transversal skills. Simultaneously, conceptions of intelligence now emphasize contextual, motivational, and emotional dimensions. These shifts raise questions about the relevance of classical intelligence tests in predicting academic achievement, particularly during adolescence, a time of major curricular and developmental changes.
Two independent samples of students, sixth-ninth grades ( = 1708) and tenth-twelfth grades ( = 3007), were randomly selected from public schools across Portugal. Cognitive abilities were measured by "Bateria de Aptidões Cognitivas" (BAC-AB), with nine subtests combining three contents (spatial, verbal, numerical) and three cognitive processes (comprehension, reasoning, problem solving). School achievement considers students' grades in Portuguese and Mathematics.
Subtest scores were higher in advanced grades, particularly in early adolescence. The correlations between cognitive subtests and academic achievement suggested that alignment between test item content and curriculum subjects is more influential than cognitive processes. Subtest scores explained a larger proportion of variance in academic achievement in basic education than in secondary education.
Curricular changes may reduce reliance on classical cognitive abilities for academic achievement, though correlations remain significant. More integrated cognitive skills are emphasized as the curriculum aims to prepare students for understanding complexity, adapting to societal changes, and applying knowledge to respond effectively to challenges in and outside of school.
学校课程越来越与现实世界背景和横向技能保持一致。同时，现在对智力的概念强调情境、动机和情感维度。这些转变引发了关于经典智力测试在预测学业成绩方面的相关性的问题，尤其是在青春期，这是一个课程和发展发生重大变化的时期。
从葡萄牙各地的公立学校中随机抽取了两个独立的学生样本，六年级至九年级（n = 1708）和十年级至十二年级（n = 3007）。认知能力通过“认知能力测试组”（BAC-AB）进行测量，该测试组有九个分测验，结合了三种内容（空间、语言、数字）和三种认知过程（理解、推理、解决问题）。学业成绩考虑学生在葡萄牙语和数学方面的成绩。
高年级的分测验成绩更高，尤其是在青春期早期。认知分测验与学业成绩之间的相关性表明，测试项目内容与课程科目之间的一致性比认知过程更具影响力。与中等教育相比，分测验成绩在基础教育的学业成绩方差中所占比例更大。
课程变化可能会减少对学业成绩的经典认知能力的依赖，尽管相关性仍然显著。随着课程旨在让学生为理解复杂性、适应社会变化以及应用知识以有效应对校内外挑战做好准备，更综合的认知技能受到强调。
