Problem:
In this study "intelligence" refers to the cognitive abilities that enable individuals to learn, reason, and solve problems, often measured through standardized tests and IQ assessments. Theories such as Spearman's g factor suggest that a general intelligence underlies various cognitive tasks, influencing academic outcomes. Prior work indicates that intelligence supports performance across diverse cognitive tasks and helps explain academic outcomes. Meta-analytic syntheses report weak associations between cognitive ability and achievement, smaller but reliable for postsecondary performance (r ≈ .21) (Odermatt et al., 2024; Richardson et al., 2012). These findings underscore intelligence as a consistent, though not exclusive, predictor of academic success. Conversely, "academic performance" is typically quantified through metrics like grade point average (GPA), reflecting a student's success in meeting educational benchmarks. Within the Big Five, Conscientiousness is responsibility, orderliness, dependability, impulse control, and sustained goal pursuit which shows a consistently positive association with AP (Costa, & McCrae,1992; Grant, 2024), Research indicates that conscientiousness is the sole Big Five trait consistently linked to academic achievement across secondary and postsecondary contexts, with studies showing that more conscientious students tend to achieve higher grades. This relationship is partly attributed to increased motivation and effort, with emerging studies. Need Assignment Help?