The relationship between achievement, attitude, school marks and intelligence in high school

Recent studies seem to indicate that other elements than intelligence scores enter into the prognosis of school achievement. As a result of these studies there is a growing desire to determine what other elements may have a direct bearing on the prognosis of achievement, than 'general intelligence'. The purpose of the present study is an attempt to determine some relationships between intelligence and certain other available criteria and their relationships to achievement. Mental ability has been deemed, by investigators, the most important single factor relating to success and the maximum accomplishment of the student. But this is only one factor now to be considered, other factors play a part, and in many cases a determinative part in success or failure. The present study deal with school records and test scores of seventeen hundred and ninety-nine secondary school pupils in Salt Lake City, Utah. Classes in English, Mathematics and Science were selected at random from the three upper and three lower division high schools. The classes in English included a large sampling in each of the four years of the subject. The Mathematics groups included both algebra and geometry, while in the Science group classes in general science, biology and zoology, physics, chemistry and physiology were investigated.