Intelligence and school performance in childhood: Implications for the classroom

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Revista de Estudios e Investigación en Psicología y Educación, Volume 2, Number 2.
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Published: Nov 28, 2015

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Ana Filipa Alves
Instituto de Educação, Universidade do Minho
Biography
Vol. 2 No. 2 (2015), Articles, pages 113-121
DOI: https://doi.org/10.17979/reipe.2015.2.2.1329
Submitted: Sep 24, 2015 Accepted: Nov 27, 2015 Published: Nov 28, 2015
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Abstract

Intelligence is one of the most studied concepts in the field of research in psychology, but still one of the most controversial. Its importance in school relies in its association to the basic processes of cognition and learning, and, therefore, in the academic success of students. Based on research and reflection on this theme, this article aims to contribute to the discussion around three axes: (i) concept and structure of intelligence; (ii) its relationship with social-familial variables, assuming in this case the intelligence as a psychological dimension shaped by contextual variables of psychosocial development of individuals; and (iii) impact on learning and academic performance of children and adolescents. Arguing that intelligence is an essential variable to learning, even if not only, this article aims to expose some forms of profitability and promotion of cognitive skills of the students by the education system.

Keywords:

intelligence, learning, social-familial background, academic success

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