title: I am smart, therefore I can: examining the relationship between IQ and self-efficacy across cultures.
abstract: The purpose of this article is to examine the relationship between intelligence (IQ) and self-efficacy in children and adolescents living in the United States and Nicaragua. The sample consisted of 90 (46 male, 44 female) students (mean age = 11.57 years, SD = 3.0 years) referred by school administrators and faculty. United States (US) participants (n = 27) resided in rural counties in the Northwest. The other group consisted of 63 students from Central America. A comparison between groups revealed that in the US, sample higher grades and IQ scores are typically associated with higher levels of self-efficacy. However in the Nicaraguan sample, both IQ scores and grades were not associated with self-efficacy, although age was correlated with self-efficacy. Results suggest that the construct of self-efficacy might change depending on whether one belongs to an individualistic or collectivistic society. Additionally, the effects of socioeconomic factors might influence perceived ability even more than intellectual abilities.
authors.affiliation: Graduate Department of Clinical Psychology, George Fox University, Newberg, OR, USA. diomaris@jurecska.com
authors.forename: Diomaris E S
authors.initials: DE
authors.lastname: Jurecska
authors.forename: Chloe E
authors.initials: CE
authors.lastname: Lee
authors.forename: Kelly B T
authors.initials: KB
authors.lastname: Chang
authors.forename: Elizabeth
authors.initials: E
authors.lastname: Sequeira
mesh_terms: D000293:Adolescent; D000367:Age Factors; D002648:Child; D003431:Cross-Cultural Comparison; D003466:Cultural Characteristics; D005260:Female; D006801:Humans; D007361:Intelligence Tests / Q000706:statistics & numerical data*; D008297:Male; D009527:Nicaragua; D011203:Poverty; D020377:Self Efficacy; D014481:United States