Abstract

We have performed a meta-analysis of nine studies which focused on there lationship between self-estimates of intelligence and academic achievement. The studies were identified through a comprehensive literature search. The weighted mean effect indicated a positive significant correlation between self-estimated intelligence and achievement. Our analysis of contemporary theoretical approaches to understanding the nature of this relationship, however, revealed that they are significantly underdeveloped. Thus, we have proposed a number of perspective approaches for future studies that would include a wide array of constructs and variables included in the nomological network of the self-estimated intelligence concept.