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.

Gender differences of self-assessed intelligence (SAI) and its linkage with academic performance are reviewed on the sample of 500 university students, specializing in psychology. Significant difference in SAI between men and women is shown: men estimate their IQ higher than women. The possibility of reviewing SAI as a mediating variable between intellectual potential, personal traits and academic performance is discussed.