National IQs predict educational attainment in math,reading and science across 56 nations |
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| Authors: | Richard Lynn Jaan Mikk |
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| Affiliation: | 1. Ross University Medical School, Department of Biochemistry, Dominica;2. Umeå University, Department of Psychology, Sweden;1. Department of Psychology, Umeå University, Sweden;2. Center Leo Apostel for Interdisciplinary Studies, Vrije Universiteit Brussel, Belgium;3. Work and Organizational Psychology, University of Amsterdam, The Netherlands;4. School of Applied Psychology, University College Cork, Ireland;1. Ulster Institute for Social Research, London;2. University of Ulster, Coleraine, Northern Ireland;1. Center Leo Apostel for Interdisciplinary Studies, Vrije Universiteit Brussel, Belgium;2. Department of Psychology, Technische Universität Chemnitz, Germany;3. Department of Psychology, Federal University of Rio Grande do Sul, Brazil;1. King Saud University, Riyadh, Saudi Arabia;2. Al-Imam Al-Mahdi University, White Nile State, Sudan;3. Department of Clinical, Educational and Health Psychology, University College London, London WC1E 6BT, UK;4. University of Ulster, Coleraine, Northern Ireland BT52 1SA, UK;1. Department of Criminal Justice, Steven J. Green School of International and Public Affairs, Florida International University, 11200 SW 8th St., PCA-364B, Miami, FL 33199, United States;2. Department of Criminal Justice, University of Central Missouri, P.O. Box 800, Warrensburg, MO 64093, United States;3. Criminology & Criminal Justice, School of Social Work, Department of Epidemiology (Secondary Appointment), College for Public Health & Social Justice, Saint Louis University, 3550 Lindell Boulevard, St. Louis, MO 63103, United States;4. School of Criminology and Criminal Justice, Arizona State University, 411 North Central Avenue, Phoenix, AZ 85004, United States |
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| Abstract: | The results of the 2006 PISA (Program for International Student Assessment) study of reading comprehension, mathematical ability, and science understanding administered to 15 year olds in 56 countries [OECD (2007). PISA 2006: Science Competencies for Tomorrow's World. Paris: OECD.] are examined to assess the predictive validity of the national IQs presented by Lynn and Vanhanen [Lynn, R., & Vanhanen, T. (2002). IQ and the wealth of nations. Westport, CT: Praeger., Lynn, R., & Vanhanen, T. (2006). IQ and global inequality. Augusta, GA: Washington Summit Books.], and to assess the contributions of national differences in IQ and educational variables to national differences in educational attainment. It was found that national scores in reading comprehension, mathematical ability, and science understanding are correlated with Lynn & Vanhanen (L & V) national IQs at 0.84; corrected for attenuation, 0.935. This establishes the high validity of Lynn & Vanhanen national IQs. The contribution of national differences in IQ and education variables to national differences in educational attainment obtained in the 2006 PISA 56 nation study showed that the predictive validity of IQ alone was 0.84, and that national IQs together with one economic and two education variables had the validity 0.90 in predicting PISA 2006 results. |
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