Assessing pupils' intelligence through self, parental, and teacher estimates

Educational Psychology

Volumn 29, Issue 1, 2009, Pages 83-97

  Chamorro Premuzic, Tomas ^a   Arteche, Adriane ^b   Furnham, Adrian ^c   Trickot, Nadine ^c  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b UNIVERSITY OF READING   (United Kingdom)

^c UNIVERSITY COLLEGE LONDON   (United Kingdom)

Author keywords

Intelligence; Parents; Pupils; Self estimates; Teachers

Indexed keywords

EID: 60849116172     PISSN: 01443410     EISSN: 14695820     Source Type: Journal    
DOI: 10.1080/01443410802520662     Document Type: Article

References (54)

1. Ackerman, P., & Wolman, D. (2007). Determinants and validity of self-estimates of abilities and self-concept measures. Journal of Experimental Psychology, 13, 57-78.
2. Beloff, H. (1992). Mother, father and me: Our IQ. The Psychologist, 5, 309-311.
3. Bennett, M. (1996). Men's and women's self-estimates of intelligence. Journal of Social Psychology, 136, 411-412,
4. Bennett, M. (2000). Gender differences in the self-estimates of ability. Australian Journal of Psychology, 52, 23-28.
5. Betsworth, D. (1999). Accuracy of self-estimated abilities and the relationship between selfestimated abilities and realism for women. Journal of Career Assessment, 7, 35-43.
6. Beyer, S. (1999). Gender differences in the accuracy of grade expectations and evaluations. Sex Roles. 41, 279-296.
7. Beyer, S., & Bowden, E.M. (1997). Gender differences in self-perceptions: Convergent evidence from three measures of accuracy and bias. Personality and Social Psychology Bulletin, 23, 157-172.
8. Borkenau, P., & Liebler, A. (1993). Convergence of stranger ratings of personality and intelligence with self-ratings, partner ratings and measured intelligence. Journal of Personality and Social Psychology. 65, 546-553.
9. Chamorro-Premuzic, T., & Furnham, A. (2005). Personality and intellectual competence. Mahwah, NJ: Lawrence Erlbaum Associates.
10. Chamorro-Premuzic, T., & Furnham, A. (2006a). Intellectual competence and the intelligent personality: A third way in differential psychology. Review of General Psychology, 10, 251-267.
11. Chamorro-Premuzic, T., & Furnham, A. (2006b). Self-assessed intelligence and academic performance. Educational Psychology. 26, 769-779.
12. Chamorro-Premuzic, T., Furnham, A., & Moutafi, J. (2004). The relationship between estimated and psychometric personality and intelligence scores. Journal of Research in Personality, 38, 505-513.
13. Chamorro-Premuzic, T., Harlaar, N., & Plomin, R. (in press). More than just IQ: Longitudinal validity of self-perceived ability in the prediction of academic performance. Intelligence.
14. Dweck, C. (2000). Self-theories. Philadelphia: Psychology Press.
15. Eaves, R., Williams, P., Winchester, K., & Darch, E. (1994). Using teacher judgement and IQ to estimate reading and mathematics achievement in a remedial reading programme. Psychology in the Schools. 31, 261-272.
16. Eckert, T.L., Dunn, E.K., Codding, R.S., Begeny, J.C., & Kleinmann, A.E. (2006). Assessment of mathematics and reading performance: An examination of the correspondence between direct assessment of student performance and teacher report. Psychology in the Schools. 43, 247-265.
17. Emler, N. (2001). Self-esteem: The costs and cause of low self worth. London: Rowntree Foundation.
18. Feinberg, A., & Shapiro, E. (2003). Accuracy of teacher judgements in predicting oral reading fluency. School Psychology Quarterly, 18, 52-67.
19. Furnham, A. (2000). Parents' estimates of their own and their children's multiple intelligences. British Journal of Developmental Psychology, 18, 583-594.
20. Furnham, A. (2001). Self-estimates of intelligence: Culture and gender difference in self and other estimates of both general (g) and multiple intelligences. Personality and Individual Differences, 31, 1381-1405.
21. Furnham, A., & Budhani, S. (2002). Sex differences in the estimated intelligence of school children. European Journal of Personality, 16, 201-219.
22. Furnham, A., & Bunclark, K. (2006). Sex differences in parents' estimations of their own and their children's intelligence. Intelligence, 34, 1-14.
23. Furnham, A., & Fukumoto, S. (2008). Japanese parents' estimates of their own and their children's multiple intelligences, cultural modesty and moderate differentiation. Japanese Psychological Research, 50, 63-78.
24. Furnham, A., & Gasson, L. (1998). Sex differences in parental estimates of their children's intelligence. Sex Roles, 38, 151-162.
25. Furnham, A., Reeves, E., & Budhani, S. (2002). Parents think their sons are brighter than their daughters: Sex differences in parental self-estimations and estimations of their children's multiple intelligences. Journal of Genetic Psychology. 163, 24-39.
26. Furnham, A., & Thomas, C. (2004). Parents' gender and personality and estimates of their own and their children's intelligence. Personality and Individual Differences, 37, 887-903.
27. Furnham, A., & Valgeirsson, H. (2007). Parents' estimations of their own intelligence and that of their children. Scandinavian Journal of Psychology. 48, 289-298.
28. Georgiou, S. (1999). Parental attributions as predictors of involvement and influences on child achievement. British Journal of Educational Psychology. 69, 409-429.
29. Gignac, G., Stough, C., & Loukomitis, S. (2004). Openness, intelligence and self-report intelligence. Intelligence, 32, 133-143.
30. Goodnow, J.J., & Collins, W. (1990). Development according to parents: The nature, sources and consequences of parents' ideas. London: Lawrence Erlbaum Associates.
31. Gustafson, S. (1994). Female under achievement and over achievement: Parental contributions and long-term consequences. International Journal of Behavioural Development. 17, 469-484.
32. Hadjidemetriou, C., & Williams, J.S. (2002). Teachers' pedagogical content knowledge: Graphs, from a cognitivist to a situated perspective. In A.D. Cockburn, & E. Nordi (Eds.), Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education Vol. 3, pp. 57-64. Norwich, UK: PME.
33. Hamilton, C., & Shinn, M. (2003). Characteristics of word callers. School Psychology Review, 32, 228-240.
34. Hogan, H. (1978). IQ self-estimates of males and females. Journal of Social Psychology, 106, 137-138.
35. Kirkcaldy, B., Noack, P., Furnham, A., & Siefen, G. (2007). Parental estimates of the intelligence of themselves and their children. European Psychologist, 12, 173-180.
36. Lightbody, P., Siann, G., Stocks, R., & Walsh, D. (1996). Motivation and attribution at secondary school: The role of gender. Educational Studies, 22, 13-25.
37. Limbos, M., & Geva, E. (2001). Accuracy of teacher assessments of second-language students at risk for reading disability. Journal of Learning Disabilities, 34, 136-151.
38. Lohman, D.F., Thorndike, R.L., Hagen, E.P., Smith, P., Fernandes, C., & Strand, S. (2001). Cognitive Abilities Test third edition. London: nferNelson.
39. Lynn, R., & Mulhern, G. (1991). A comparison of sex difference on the Scottish and American standardisation samples of the WISC-R. Personality and Individual Differences, 12, 1179-1182.
40. Miller, S. (1986). Parents' beliefs about their children's cognitive abilities. Developmental Psychology, 22, 276-284.
41. Miller, S., Manhal, M., & Mee, L. (1991). Parental beliefs, parental accuracy and children's cognitive performance. Developmental Psychology, 27, 267-275.
42. Paulus, D.L., Lysy, D.C., & Yik, M.S.N. (1998). Self-report measures of intelligence: are they useful as proxy IQ tests? Journal of Personality, 66, 525-554.
43. Peterson, E., & Whiteman, M. (2007). "I think I can, I think I can ⋯": The interrelationships among self-assured intelligence, self-efficacy, and the personality trait intellect in university students in Scotland and New Zealand. Personality and Individual Differences, 43, 959-968.
44. Rammstedt, B., & Rammsayer, T. (2002). Gender differences in self estimated intelligence and their relation to gender-role orientation. European Journal of Personality, 16, 396-382.
45. Raty, H., Kasanen, K., Kiiskinen, J., Nykky, M., & Atjonen, P. (2004). Children's notions of the malleability of their academic ability in the mother tongue and mathematics. Scandinavian Journal of Educational Research, 48, 413-426.
46. Raty, H., Vanska, J., Kasanen, K., & Karkkainen, K. (2002). Parents' explanation of their child's performance in mathematics and reading: A replication and extension of Yee and Eccles. Sex Roles: A Journal of Research, 46, 121-128.
47. Reilly, J., & Mulhern, G. (1995). Gender difference in self-estimated IQ: The need for care in interpreting group data. Personality and Individual Differences, 18, 189-192.
48. Rissuci, D.A., Tortolani, A.J., & Ward, R.J. (1989). Ratings of surgical residents by self, supervisors and peers. Surgery, Gynaecology, and Obstetrics, 169, 519-526.
49. Smith, P., Femandes, C., & Strand, S. (2001). Cognitive Abilities Test 3: Technical manual. London: nferNelson.
50. Strand, S. (2003). Getting the best from CAT: A practical guide for secondary schools. London: nferNelson.
51. Strand, S. (2004). Consistency in reasoning test scores over time. British Journal of Educational Psychology, 74, 617-631.
52. Strand, S. (2006). Comparing the predictive validity of reasoning tests and national end of Key Stage 2 tests: Which tests are the best? British Educational Research Journal. 32, 209-225.
53. Strand, S., Deary, I., & Smith, P. (2006). Sex differences in Cognitive Abilities Test scores: A UK national picture. British Journal of Educational Psychology, 76, 463-480.
54. Yee, D., & Eccles, J. (1988). Parenting perceptions and attributions for children's math achievement. Sex Roles, 19, 317-333.