Academic achievement: A study of relationships of IQ, communication apprehension, and teacher perception

Publisher Website
Google Scholar
Abstract
To explore relationships among levels of academic achievement, intelligence, communication apprehension (CA), and teacher perception of CA, these research questions were posed: Which set of variables best predicts academic achievement? What is the relationship between each set of variables that helps interpret the prediction equation? Data were gathered regarding 203 elementary school subjects ranging in age from 8 to 12 years. The best predictor model for academic achievement included only two of the variables under study, intelligence and teacher perception of CA, with the latter showing little variance with achievement. A predictor model based on both intelligence and teacher perception of CA was found to be only slightly better than one based on intelligence alone. Intelligence was found to correlate at a significant level with achievement, and CA with teacher perception of CA; teacher perception of CA was found to correlate negatively with achievement and IQ. CA was not found to correlate at a significant level with either achievement or intelligence.