The Influence of Intelligence Quotient and Study Habits on the Academic Achievement of Elementary School Students
DOI:
https://doi.org/10.70152/mirej.v2i2.415Keywords:
intelligence quotient, study habits, academic achievement, elementary school, multiple regression analysisArticle Metrics
Abstract
Elementary school students’ academic achievement remains a significant concern in Indonesia. The 2022 Computer-Based National Assessment indicated that many elementary school students in West Java had not yet achieved minimum competency standards in literacy and numeracy. Academic achievement is influenced by various internal factors, including cognitive ability, represented by Intelligence Quotient (IQ), and non-cognitive factors such as study habits. Although both variables have been widely examined in Western and East Asian contexts, studies investigating their simultaneous influence among Indonesian elementary school students, particularly in Cirebon City, remain limited. This study aimed to analyze the simultaneous effects of IQ and study habits on the academic achievement of students in Grades IV–VI in Cirebon City. A quantitative approach with an explanatory survey design was employed. The participants were 240 students aged 9–13 years, selected through proportionate stratified random sampling. IQ was measured using the Culture Fair Intelligence Test, while study habits were assessed using a validated questionnaire. The data were analyzed using multiple regression. The results showed that IQ (β = 0.485, p < 0.001) and study habits (β = 0.151, p = 0.008) had significant partial effects on academic achievement. Simultaneously, both variables explained 24.7% of the variance in academic achievement (R² = 0.247, F = 38.901, p < 0.001). IQ was the stronger predictor. These findings highlight the importance of strengthening both students’ cognitive abilities and study habits to improve academic achievement in elementary education.
References
Abid, N., Aslam, S., & Alghamdi, A. A. (2023). Relationships among students ’ reading habits , study skills , and academic achievement in English at the secondary level. January, 1–10. https://doi.org/10.3389/fpsyg.2023.1020269
Alejandro, Santiago-ramajo, Quilez-robres, A., & Gonz, S. (2021). Studies in Educational Evaluation Intelligence quotient , short-term memory and study habits as academic achievement predictors of elementary school : A follow-up study. 70. https://doi.org/10.1016/j.stueduc.2021.101020
Ali, D., & Alvionita, F. (2024). The Relationship of Intelligence Quetient (IQ) to Learning Outcomes in Elementary School Students. 3(3), 299–305. https://doi.org/https://doi.org/10.31004/sicedu.v3i3.215
Álvarez, M., & Fernández, R. (2015). CHTE: Questionnaire of Study Habits and Techniques [Kuesioner kebiasaan dan teknik belajar]. TEA Ediciones, S.L.
Breit, M., Scherrer, V., & Preckel, F. (2024). How useful are specific cognitive ability scores ? An investigation of their stability and incremental validity beyond general intelligence. Intelligence, 103(February), 101816. https://doi.org/10.1016/j.intell.2024.101816
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. 35, 13–21. https://doi.org/10.1016/j.intell.2006.02.001
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. 16(12), 939–944.
Est, I., Rodr, C., Piñeiro, I., & Valle, A. (2021). School Engagement , Academic Achievement , and Self-Regulated Learning. https://doi.org/https://doi.org/10.3390/su13063011
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
Hair, J. F. (2019). When to use and how to report the results of PLS-SEM. 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
Hartanto, S. (2022). The Influence of Learning Facilities and Classroom Management on Mathematics Learning Outcomes of Elementary School Students. 6(4), 6211–6217. https://doi.org/https://doi.org/10.31004/basicedu.v6i4.3201
IBM Corp. (2017). IBM SPSS Statistics for Windows, version 25.0. IBM Corp.
Jannah, D. M., Hidayat, M. T., & Ibrahim, M. (2021). Journal basicedu. 5(5), 3378–3384. https://doi.org/https://doi.org/10.31004/basicedu.v5i5.1350
Jhon, W, C. (2014). Table of Contents PART I - Preliminary Considerations.
Ministry of Education and Culture. (2023). Report on the results of the 2022/2023 Computer-Based National Assessment (ANBK). Ministry of Education, Culture, Research, and Technology.
Lozano-blasco, R., Qu, A., Us, P., Salavera, C., & Casanovas-l, R. (2022). Types of Intelligence and Academic Performance : A Systematic Review and Meta-Analysis. https://doi.org/https://doi.org/10.3390/jintelligence10040123
Luvi, A. (2023). The Effect of Learning Habits and Learning Concentration on Economic Learning Outcomes. 469–477. https://doi.org/10.47709/educendikia.v3i02.2987
Nurfadila, Nurfadila, Rizki Ananda, I. A. (2021). Analysis of the learning habits of outstanding students at SD Negeri 013 Muara Jalai. 7(3), 194–197. https://doi.org/https://doi.org/10.26740/jrpd.v7n3.p194-197
Panadero, E. (2017). A Review of Self-regulated Learning : Six Models and Four Directions for Research. 8(April), 1–28. https://doi.org/10.3389/fpsyg.2017.00422
Rahmawati, H. (2022). Early Childhood Learners' Learning Style of Academic Achievement. 6(6), 6384–6394. https://doi.org/10.31004/obsesi.v6i6.3176
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological Correlates of University Students ’ Academic Performance : A Systematic Review and Meta-Analysis. 138(2), 353–387. https://doi.org/10.1037/a0026838
Ringle, C. M., Wende, S., & Becker, J.-M. (2015). SmartPLS 3. SmartPLS Ltd. http://www.smartpls.com
Roth, B., Becker, N., Romeyke, S., Schäfer, S., Domnick, F., & Spinath, F. M. (2015). Intelligence Intelligence and school grades : A meta-analysis. Intelligence, 53, 118–137. https://doi.org/10.1016/j.intell.2015.09.002
Steinmayr, R., Weidinger, A. F., Schwinger, M., Spinath, B., & Healy, L. C. (2019). The Importance of Students ’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings. 10(July). https://doi.org/10.3389/fpsyg.2019.01730
Sugiarto. (2023). JCD : Journal of Childhood Development IQ Intelligence Level Analysis of Prospective Elementary School Students as a Condition for Readiness to Learn at. 3(2). https://doi.org/https://doi.org/10.25217/jcd.v3i2.3873
Sunarso, A., & Atmojo, P. A. (2022). Journal basicedu. 6(6), 10181–10188. https://doi.org/10.31004/basicedu.v6i6.4085
Tamala, Y., & Turmuzi, M. (2022). The Influence of Student Activities in Extracurricular Activities and Learning Behavior on Students' Mathematics Learning Achievement. 7(September), 1453–1461.
Veas, A., Castejón, J., Gilar, R., Miñano, P., Veas, A., Castejón, J., Gilar, R., Miñano, P., & Veas, A. (2015). Academic Achievement in Early Adolescence : The Influence of Cognitive and Non-Cognitive Variables Academic Achievement in Early Adolescence : The Influence of Cognitive and Non-Cognitive Variables. 1309(December). https://doi.org/10.1080/00221309.2015.1092940
Yuliana, E., & Rachman, D. F. (2022). Basic journal. 6(1), 612–618.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Muhamad Ali Nurdin, Dimas Yanuar, Rio Andriana, Betari Indira Maharani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright for this article is held by the authors under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0). The article may be used, shared, and adapted for any purpose with proper attribution and distribution under the same license. Full license details: https://creativecommons.org/licenses/by-sa/4.0/
