Predictive Validity of Decision-Making Ability and Academic Achievement for Successful Intelligence Among Preservice Teachers

Abstract

The successful intelligence theory by Sternberg (1997) is one of the few educational theories that examine students’ ability to make decisions. Based on the work of Sternberg the present study examines the predictive validity of behavioral traits associated with the successful intelligence capabilities of preservice teachers on decision-making ability and academic achievement. The study sample consisted of 118 female preservice teachers in a university in the Kingdom of Saudi Arabia. The preservice teachers were asked to complete a questionnaire consisting of 42 items to assess the behavioral traits of successful intelligence and decision-making abilities. The data was collected and then analyzed using the multiple regression method. The results showed that successful intelligence significantly predicts preservice teachers’ ability to make successful decisions. The results also indicated that successful intelligence is not related to academic achievement. As successful intelligence is associated with success in life, these results imply that academic achievement and success in life are not necessarily related. Therefore, it is suggested that teaching methods should concentrate on improving successful intelligence.