Examining the Relationship between Working Memory and Intelligence with Female Students` Academic Achievement in Monolingual and Bilingual High School of Tehran

Subject Areas : Educational Psychology

Zeinab Zahmatkesh ¹ , Seyyed Davoud Hosseini-nasab ² , Abutaleb Saadati Shamir ³

1 - دانش‌آموخته کارشناسی‌ارشد واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2 - استاد گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
3 - استادیار دانشگاه بجنورد

Received: 2015-10-22 Accepted : 2016-02-20 Published : 2016-02-29

Keywords: Academic Achievement, working memory, intelligence quotient, bilingual students, monolingual students,

Abstract :

The present study sought to investigate the relationship and difference between working memory and intelligence and their role in predicting the academic achievement of female students in monolingual and bilingual high schools of Tehran. A sample of 366 female high students were selected through multistaged sampling. To measure the students̕ working memory and intelligence, the researchers used information processing index (IPI) and Raven̕s progressive matrix respectively. The students̕ GPAs were used as the indicator of their academic achievement. In this study, using Pearson correlation coefficient and independent samples T-test, the relationship and difference between working memory and intelligence of bilingual and monolingual students were found, and the regression analysis were run in order to predict the role of working memory and intelligence in the students' academic achievement. The obtained results revealed that there was a significant relationship among the scores of working memory, intelligence, and academic achievement. However, although the scores of the bilingual students in intelligence test were higher than those of monolingual students, there was no significant difference between these two groups. Moreover, working memory and academic achievement were significantly higher among bilingual students as compared to monolinguals. Although bilingual students, due to having plenty of linguistic recourses and experiences in phonological in phonological and semantic structures, have a better performance in their working memory and academic achievement assignments as compared to their monolingual counterpart's, they cannot achieve better scores in intelligence tests due to the pivotal role of language as compared to other more effective variables in intelligence scores

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