Tests Of General Intelligence Research Articles

Significant Differences Between the IQ Scores of Mathematics Students based on Regression Analysis and Factorial Experimental Design

In this research, data on general intelligence and emotional intelligence scores were analyzed and the difference between them was studied in terms of their application to students of the Mathematics Department in the four stages in the College of Computer Science and Mathematics at the University of Kufa for the academic year 2023-2024. Four statistical methods were used. The first was multiple regression analysis to study the extent to which each student's mathematics score was affected on the general intelligence and emotional intelligence tests (Y), by the student's gender (X1) and his type of residence (X2). The second statistical method is to analyze the design of a factorial experiment to study the presence or absence of significant differences between the grades of students in the four stages by classifying the students in the four stages into males and females, as well as studying the significant difference in the scores of the two intelligence tests (general and emotional) for students in the Mathematics Department in general and divided according to gender. requester. The third method of analysis was to analyze the design of a completely randomized experiment to study the significant differences in students’ intelligence scores between the four academic levels in the mathematics department. If there is a significant difference in the results of analyzing the data in the above methods, then we use the fourth statistical method in this research, which is the analysis of the least significant difference test to study the differences between each two groups separately. The results of the data analysis were numerous, the most important of which is that the intelligence scores in the two tests (general intelligence and emotional intelligence) do not depend on nor are affected by the student’s gender or type of residence. In addition, intelligence scores were not affected for the four educational levels.

Improving Soccer Coaching: Considerations of Individual Learning Styles, Intelligence Levels, and Motivation

Problem statement. In the increasingly complex and competitive world of soccer, training approaches that do not consider differences in individual learning styles, intelligence levels, and player motivation can be a serious obstacle in producing quality players. The lack of a holistic coaching approach based on differences in learning styles, intelligence levels, and motivation in training soccer players, which has the potential to hinder the development of optimal soccer playing skills among students, is a specific problem in this study. Purpose. The purpose of this study is to develop a holistic and innovative soccer coaching approach, which not only takes into account differences in individual learning styles and intelligence levels, but also increases player motivation. Thus, it is expected to be able to produce high-quality soccer players and improve the mastery of big ball games in physical education in schools. Methods. This type of research is a Quasy experiment with a study population of 140 men, the sample amounted to 44 male students. The instruments used were soccer playing skills test and general intelligence test. The data were analyzed using two-way analysis of variance with the help of Statistical Package for the Social Sciens 23. Results. The results of the study are as follows: (1) in general, the soccer playing skills of students who learn to use the global method are better than the elementary method; (2) there is an interaction between training methods and intelligence levels on the ability to play soccer; (3) at high intelligence levels, the global method is better than training using elementary learning methods to improve students' soccer playing skills; (4) at low intelligence levels, the elementary method is better than training using the global method in improving students' soccer playing skills. Conclusions. It can thus be concluded that improving soccer training cannot be underestimated without seriously considering individual learning styles, intelligence levels, and player motivation. Based on the findings, a holistic approach that integrates learning style preferences, designs training strategies that match intelligence levels, and understands motivational factors, opens the door to more adaptive and successful soccer learning. Keywords: Methods, Learning, Intelligence, Play, Soccer.

Analisis Pengaruh Variabel Nilai TIU, TWK, Dan TKP Terhadap Kelulusan SKD Pada Tes CPNS Menggunakan Analisa Bivariat Sederhana

This study aims to assess the impact of the General Intelligence Test (TIU), National Insight Test (TWK), and Personal Characteristics Test (TKP) on the success of the Basic Competency Selection (SKD) for Civil Servant Candidate (CPNS). Using data from participants in the Ministry of Law and Human Rights' SKD selection in 2023, we employed univariate analysis, simple bivariate analysis, and binning methods to comprehend variable relationships. Results reveal non-normal distributions for TIU, TWK, and TKP scores, highlighting the intricate nature of distribution in CPNS selection. While a positive correlation exists between variable values and total SKD score, binning analysis emphasizes TKP competitiveness over TIU and TWK scores. These findings offer practical insights for SKD participants to prepare effectively, with a focus on TIU, TWK, and TKP. Additionally, they contribute to transparency and effectiveness in the CPNS selection process. Further studies are recommended to explore additional factors, like age and gender, for the development of more holistic and accurate selection methods. This research supports enhancements in the adaptive and efficient CPNS SKD selection system.

A STUDY TO ASSESS THE INFLUENCE OF INTELLIGENCE QUOTIENT (IQ), EMOTIONAL QUOTIENT (EQ), ADVERSITY QUOTIENT (AQ), SPIRITUAL QUOTIENT (SQ) ON THE ACADEMIC PERFORMANCE AMONG UNDERGRADUATE STUDENTS

Academic performance is a key criterion use to evaluate the progress of students and it is inuenced by many cognitive and non cognitive factors. The study aims to assess the inuence of Intelligence Quotient (IQ), Emotional Quotient (EQ), Adversity Quotient (AQ) and Spiritual Quotient (SQ) on the academic performance among undergraduate students. A quantitative research approach & non-experimental descriptive survey design was used in the study. Data was collected from 300 students of DMCH College of Nursing, Malakpur, Ludhiana selected by using total enumerative sampling technique. Responses were collected on Test of General Intelligence, The Assessing Emotions Scale, structured Adversity Quotient Scale and Scale for Spiritual Intelligence. Academic performance data was collected from result cards. Data was tabulated and analysis was done by using descriptive & inferential statistics. Results indicated majority of students had average level of IQ, above average level of EQ, were campers, had average level of SQ and belonged to 2nd division. There was statistical signicant positive correlation of intelligence quotient, emotional quotient spiritual quotient with academic performance. No statistical signicant correlation was found between adversity quotient and academic performance.

Impairment in Working Memory and Executive Function Associated with Mercury Exposure in Indigenous Populations in Upper Amazonian Peru.

The Matsigenka people living traditional lifestyles in remote areas of the Amazon rely on a fish-based diet that exposes them to methylmercury (MeHg) at levels that have been associated with decreased IQ scores. In this study, the association between Hg levels and working memory was explored using the framework of the Multicomponent Model. Working memory tasks were modified to fit the culture and language of the Matsigenka when needed and included measures for verbal storage (Word Span) visuospatial storage (Corsi Block Task) and a measure of executive functions, the Self-Ordered Pointing Task (SOPT). An innovation of the Trail Making Tests A & B (TMT A & B) was pilot tested as another potential measure of executive functions. The mean hair Hg levels of 30 participants, ages 12 to 55 years, from three different communities (Maizal, Cacaotal and Yomibato) was 7.0 ppm (sd = 2.40), well above the World Health Organization (WHO) limit for hair of 2.0 ppm and ranged from 1.8 to 14.2 ppm, with 98% of a broader sample of 152 individuals exceeding the WHO limit. Hair Hg levels showed significant associations with cognitive performance, but the degree varied in magnitude according to the type of task. Hg levels were negatively associated with executive functioning performance (SOPT errors), while Hg levels and years of education predicted visuospatial performance (Corsi Block accuracy). Education was the only predictor of Word Span accuracy. The results show that Hg exposure is negatively associated with working memory performance when there is an increased reliance on executive functioning. Based on our findings and the review of the experimental research, we suggest that the SOPT and the Corsi Block have the potential to be alternatives to general intelligence tests when studying remote groups with extensive cultural differences.

Pembimbingan Tes Intelegensi Umum Calon Pegawai Negeri Sipil di Kota Sorong

This service activity aims to improve the skills of test-takers in solving general intelligence test questions for prospective civil servants in 2021. The method used in this service is participatory action research which involves collaboration with participants through actions given by the trainer as well as a facilitator. The action is in the form of delivering material, giving information on how to quickly solve problems, and tiered exercises. An important finding in this service is that students who are guided in following explanations and exercises well, meanwhile through pre-test and post-test data, it is concluded that there is a gap in mathematical insight and case analysis for civil servant enthusiasts from the natural sciences department or allied with graduates from majoring in social sciences or a cognate. This difference in responses and learning outcomes becomes a follow-up in the next service with different treatments.

School life satisfaction and peer connectedness of intellectually gifted adolescents in France: Is there a labeling effect?

Intellectual giftedness is commonly associated with a high level of intellectual functioning, an identification process whereby individuals are labeled as gifted, and adjustments in schools such as grade skipping. During adolescence, all these factors are prone to reduce peer connectedness and school life satisfaction. The aim of the present study was to disentangle the effects of these factors in a sample of 492 sixth and 10th graders. We identified three subsamples based on different characteristics associated with giftedness: students previously identified as gifted (n=66), students who scored in the top 10% on a general intelligence test (n=49), and students who had skipped a grade (n=57). Comparative analysis showed that none of these subsamples differed from their respective control groups on school life satisfaction. Students labeled as gifted reported a lower level of peer connectedness, and the latter's contribution to school life satisfaction was significantly stronger within this subsample. These results underscore the importance of social integration for adolescents identified as intellectually gifted and exclude grade skipping as a risk factor. Moreover, high intellectual level does not seem to impact either school life satisfaction or peer connectedness.

Using Data Mining with C4.5 Algorithm for Student Department Selection at MTs N Kaliangkrik

Psychological tests can determine the characteristics of behavior, personality, attitudes, interests, motivation, attention, perceptions, thinking power, intelligence, fantasies of students. MTs N Kaliangkrik routinely conducts tests for the selection of majors on its students assisted by Pelita Harapan Bangsa Magelang. In the implementation of the test for students at MTs N Kaliangkrik, processing and calculating the score still used Ms. Excel which requires extra time to recap and know the test results and the school needs to recap the existing results. The system developed applies data mining using the C4.5 Algorithm to predict the selection of majors. The test that is used as system input is the grade IX test score of MTs N Kaliangkrik which includes verbal, non-verbal, general intelligence, language knowledge, definite knowledge, general knowledge, and qualitative power tests. The accuracy of the similarity in the system reaches 80% (good) so that the system is suitable for use as a prediction tool for selecting majors in other schools.

Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study

Few studies have explored the differential contribution of general intelligence, short-term memory and study habits has on academic achievement during elementary school, especially during a two-year follow-up. The aim of this study is to determine whether there is a relationship between intelligence quotient (IQ), short-term memory and study habits and their ability to predict the academic achievement of children in elementary school (74 pupils aged 8–9 years old). The instruments used are the General and Factorial Intelligence Test (GFI-3 revised), the Yuste Memory Test (MY), the Study Habits and Techniques Questionnaire (SHTQ) and the average score obtained in the final exams in both 3rd and 4th grade. IQ, short-term memory and study habits are significantly related to academic achievement. These variables can predict 56–59 % (p < .001) of the variability of academic achievement. The study concludes that IQ and study habits are two significant predictor variables of academic achievement.

Do neurocognitive functions in cannabis induced psychosis groups differ from schizophrenia with cannabis use? A controlled cross-sectional study

Objective Cannabis-induced psychosis (CIP) has received little research attention. We compared neurocognitive functions in CIP, Schizophrenia with cannabis use (SZC) and healthy control group (CG). Methods Twenty age, education, and handedness-matched participants were recruited in each of the three groups. CIP and SZC were diagnosed with Psychiatric research interviews for substance use and mental disorders. Level of cannabis exposure, global intelligence, executive function, attention, vigilance, working, and verbal memory, and motor speed were compared by analysis of variance with post-hoc Scheffe’s test. We did a post-hoc power calculation. Results Age at initiation, frequency, duration, and preparation of cannabis use did not differ significantly between CIP and SZC. CIP performed significantly better (than SZC) in tests of general cognitive ability or intelligence and attention, perceptual tracking and sequencing. SZC showed significant dysfunctions (than CG) in all parameters of the tests for executive dysfunction, sustained attention, short-term verbal memory and psychomotor functioning. CIP and CG did not differ in any cognitive domains except for non-perseverative errors in the test for executive functioning. Conclusions CIP and SZC had different degrees of impairment compared to controls, but on direct comparisons CIP had better general intelligence and attention. KEY POINTS Cannabis-induced psychosis (CIP) may have different neurocognitive impairment than Schizophrenia with cannabis use (SZC) CIP performed better in tests for general intelligence and visual attention than SZC SZC had significant impairment in executive function, attention, verbal memory, and psychomotor speed than controls Compared to controls, CIP performed significantly worse in some domains of executive function CIP and SZC had different degrees of cognitive impairments as compared to the controls

Implementasi Logika Fuzzy dalam Memprediksi Tingkat Kelulusan Tes Seleksi CPNS dengan Menggunakan Metode Tsukamoto

Applicants who take part in the selection of Candidates for Civil Servant Candidates (CPNS) must pass through the steps that must be taken which can determine the graduation rate. The criteria for predicting the passing of the CPNS selection test are used by the Basic Competency Selection (SKD) which consists of a Personal Characteristic Test (TKP), General Intelligence Test (TIU), National Insight Test (TWK), Competency Selection Section (SKB) which consists of a computer assisted test (CAT) and interviews, and the number of quotas received. This research is the implementation of Fuzzy Tsukamoto Logic in Predicting the Passing Rate of the CPNS Selection Test. The system for predicting the passing of the CPNS selection test was built using the Web-based PHP programming language. Data management using MySQL database. The overall defuzzyfication (Z) result in the system predicts the passing rate of CPNS = 61.950223979 = 62.

White-Black differences in tech tilt: Support for Spearman's law and investment theories

Tilt refers to an ability bias and is based on within subject differences between two abilities, indicating strength in one ability (e.g., math) and weakness in another ability (e.g., verbal). The current study examined tech tilt for Whites and Blacks, two groups with an average ability difference (favoring Whites) of about one standard deviation on tests of general intelligence (g). Tech tilt was based on differences in technical (mechanical, electronic) and academic (math or verbal) abilities on the Armed Services Vocational Aptitude Battery. These differences produced tech tilt (tech > academic) and academic tilt (academic > tech). Tech tilt correlated negatively with math and verbal abilities on college tests (SAT, ACT, PSAT), with weaker effects for Whites. White-Black differences in relations of tech tilt with the college tests were neutralized after removing g. In addition, tech tilt predicted jobs and college majors in STEM (science, technology, engineering, math). Relations of tech tilt with STEM criteria were generally larger (and more often significant) for Whites, but only for tech tilt based on technical and verbal abilities. The results are consistent with Spearman's Law of Diminishing Returns (SLODR). SLODR assumes that relations among tests should be weaker for higher ability groups (Whites compared to Blacks) and that non-g variance (related to non-ability factors such as vocational choice) should be more pronounced for higher ability groups. The negative relations of tech tilt with college tests support investment theories, which assume that investment in one ability (technical) comes at the expense of competing abilities (academic).

Cognitive and skill performance of individuals at sitting versus standing workstations: a quasi-experimental study

Objectives. This study aimed to assess cognitive and skill performance at sitting and standing workstations among students from Shiraz University of Medical Sciences. Methods. Forty students (20 females and 20 males) participated in this quasi-experimental study. Tests were performed among randomly selected participants over two consecutive days: day 1, the Beck depression inventory and Beck anxiety inventory were used to assess the severity of depression and anxiety in the study participants, respectively, and Raven’s general intelligence test was used to measure intelligence quotient; day 2, five performance assessment tests (cognitive performance assessment tests ‘n-back’, ‘Stroop’ and ‘advanced reaction time’; skill performance assessment tests ‘two-arm coordination’ and ‘Purdue pegboard’) were randomly selected and presented to individuals at each workstation (sitting and standing workstations). At the end of each sitting and standing position, the comfort of the workstation was measured using a visual analog scale. Results. No statistically significant difference was shown between sitting and standing positions in terms of ‘n-back’, ‘Stroop’, ‘advanced reaction time’, ‘two-arm coordination’ and ‘Purdue pegboard’. Participants were more comfortable in sitting positions and more easily distracted in standing positions. Conclusions. Sitting and standing positions had no significant effects on participants’ cognitive and skill performance.

SELECTION OF BASIC COMPETENCY FOR CANDIDATE CIVIL SERVANTS IN INDONESIA 2018: PROBLEMS AND RECOMMENDATIONS

Basic Competency Selection Candidates for Civil Servants in 2018 have the following problems: First, the passing-grade information of SKD-CPNS which was stated based on the regulation of MENPANRB No. 37/2018 but in fact not everything is based on that regulation. The reasons are: (1) SKD passing-grade score is the minimum score that must be fulfilled by each CPNS selection participant, not exceeding the passing grade score; (2) SKD-CPNS passing grade scores of athletes who excel are not stated in the SKD-CPNS passing-grade information, even though they should be determined, the lowest score of the CPNS selection participants who excel is the passing grade of SKD results; (3) Scores of the General Intelligence Test (TIU) formation of specialist doctors and pilot instructors who are required to work with very low error standards but are equated with TIU scores of general paths of at least 80. This means that the TIU scores below the cumlaude and diaspora lines are at least 85. Second, the graduation of the 2018 SKD-CPNS participants nationally is very small, only 3%. Most participants did not meet the passing grade score of 143 Personal Characteristics Test (TKP) which was too high, in contrast to the score of Nationality Insights Test (TWK) 75 and lower TIU 80. The SKD-CPNS issue requires recommendations because after a week of selection, the government agency has not yet announced the graduation of SKD-CPNS participants. Need to review SKD-CPNS passing-grade information so that it is in accordance with the regulation of MENPANRB No. 37/2018. The TKP passing grade score is too high (143), when compared with TWK scores (75) and TIU (80) which are much lower. Therefore the TKP score should be lowered and the determination of graduation based on the best ranking needs to be applied.

The Relation of Tests of Scientific Reasoning to Each Other and to Tests of General Intelligence.

We conducted two studies to replicate and extend, as well as test, the limits of previous findings regarding an apparent disconnect between scientific-reasoning skills in psychological science, on the one hand, and scores on standardized tests of general intelligence, on the other. In Study 1, we examined whether this disconnect would extend beyond psychological science to additional sciences as well, such as nutrition and agriculture. The results did indeed extend, suggesting that scientific reasoning across various natural sciences is comparable to scientific reasoning in psychological science, but different in kind from the reasoning required on conventional standardized tests. In Study 2, we examined whether these findings were linked to the format of presentation of scientific problems. Whereas real scientific-reasoning problems are open-ended, standardized tests tend to use multiple-choice format. We discovered that using multiple-choice format did indeed result in an apparently closer relation of the scientific-reasoning tests to two of the conventional ability measures (SAT Reading and Number Series) but not to two other tests (Letter Sets and SAT Math). Thus, one can increase the correlations of scientific-reasoning tests with at least some standardized ability tests but at the cost of content validity and ecological validity.

Maximum effort may not be required for valid intelligence test score interpretations

Intelligence tests are assumed to require maximal effort on the part of the examinee. However, the degree to which undergraduate first-year psychology volunteers, a commonly used source of participants in low-stakes research, may be motivated to complete a battery of intelligence tests has not yet been tested. Furthermore, the assumption implies that the association between test-taking motivation and intelligence test performance is linear – an assumption untested, to date. Consequently, we administered a battery of five intelligence subtests to a sample of 219 undergraduate volunteers within the first 30 min of a low-stakes research setting. We also administered a reading comprehension test near the end of the testing session (55 min). Self-reported test-taking motivation was measured on three occasions: at the beginning (as a trait), immediately after the battery of five intelligence tests (state 1), and immediately after the reading comprehension test (state 2). Six percent of the sample was considered potentially insufficiently motivated to complete the intelligence testing, and 13% insufficiently motivated to complete the later administered reading comprehension test. Furthermore, test-taking motivation correlated positively with general intelligence test performance (r ≈ 0.20). However, the effect was non-linear such that the positive association resided entirely between the low to moderate levels of test-taking motivation. While simultaneously acknowledging the exploratory nature of this investigation, it was concluded that a moderate level of test-taking effort may be all that is necessary to produce intelligence test scores that are valid. However, in low-stakes research settings, cognitive ability testing that exceeds 25 to 30 min may be inadvisable, as test-taking motivational levels decrease to a degree that may be concerning for a non-negligible portion of the sample.

Escala de identificação de talentos pelo professor, ITP: evidências de validade e precisão

Diante da escassez de instrumentos de identificação de estudantes com características de altas habilidades/superdotação, a percepção de professores tem se mostrado um importante recurso. Assim sendo, este estudo investigou evidencias de validade e precisão da escala Identificação de Talentos pelo Professor (ITP). Os participantes foram 4 psicólogos (F3, M=1) 10 professores (F=10) e 120 estudantes (F=62, M=58), com idade entre 9 a 11 anos. A escala ITP possui 30 itens e avalia as áreas de compreensão verbal, raciocínio viso-espacial, pensamento lógico, rapidez de raciocínio, memoria e pensamento criativo. A validade pela estrutura interna foi auferida pela concordância entre juízes, pelo coeficiente Kappa de Cohen (K=0,82) A precisão foi auferida pelo Coeficiente Alpha de Cronbach. A validade por critério externo foi avaliada comparando as áreas da escala ITP com o Teste Não Verbal de Raciocínio Infantil (TNVRI). Relações significativas (p≤0,05) foram encontradas entre os subtestes de Memória visual (r=0,37) e de Criatividade (0,33) e com o Índice Cognitivo Total (0,31) com o TNVRI. Conclui-se que a Escala ITP possui evidências de validade e precisão para a avaliação de talentos criativos e intelectuais por professores.

Cognitive function in adolescence and the risk for premature diabetes and cardiovascular mortality in adulthood

BackgroundEpidemiological studies have demonstrated a relationship between cognitive function in youth and the future risk of death. Less is known regarding the relationship with diabetes related death. This study assessed the relationship between cognitive function in late adolescence and the risk for diabetes, cardiovascular- (CVD) and all-cause mortality in adulthood.MethodsThis retrospective study linked data from 2,277,188 16–19 year olds who had general intelligence tests (GIT) conducted during pre-military recruitment assessment with cause of death as coded by the Israel Central Bureau of Statistics. The associations between cognitive function and cause-specific mortality were assessed using Cox models.ResultsThere were 31,268 deaths that were recorded during 41,916,603 person-years of follow-up, with a median follow-up of 19.2 (IQR 10.7, 29.5) years. 3068, 1443, 514 and 457 deaths were attributed to CVD, CHD, stroke, and diabetes, respectively. Individuals in the lowest GIT vs. highest GIT quintiles in unadjusted models had the highest risk for all-cause mortality (HR 1.84, 95% CI 1.78, 1.91), total CVD (HR 3.32, 95% CI 2.93, 3.75), CHD (HR 3.49 95% CI 2.92, 4.18), stroke (HR 3.96 95% CI 2.85, 5.5) and diabetes-related (HR 6.96 95% CI 4.68, 10.36) mortality. These HRs were attenuated following adjustment for age, sex, birth year, body-mass index, residential socioeconomic status, education and country of origin for all-cause (HR 1.23, 95% CI 1.17, 1.28), CVD (HR 1.76, 95% CI 1.52, 2.04), CHD (HR 1.7 95% CI 1.37, 2.11), stroke (HR 2.03, 95% CI 1.39, 2.98) and diabetes-related (HR 3.14 95% CI 2.00, 4.94) mortality. Results persisted in a sensitivity analyses limited to participants with unimpaired health at baseline and that accounted competing risk.ConclusionsThis analysis of over 2 million demonstrates a strong relationship between cognitive function at youth and the risk for diabetes, all-cause and CVD-related mortality independent of adolescent obesity.

Unkept promises of cognitive styles: A new look at old measurements.

Cognitive style is thought to be a stable marker of one’s way to approach mental operations. While of wide interest over the last decades, its operationalization remains a challenge. The literature indicates that cognitive styles assessed via i) questionnaires are predicted by personality and ii) performance tests (e.g., Group Embedded Figures Test; GEFT) are related to general intelligence. In the first study, we tested the psychometric relationship between the Cognitive Style Index questionnaire (CSI) and personality inventories (NEO Five Factor Inventory; NEO-FFI, HEXACO Personality Inventory Revised; HEXACO-PI-R). In the second study, we assessed the CSI, NEO-FFI, GEFT and a general intelligence test (Raven’s Standard Progressive Matrices Test; RSMT). We found that CSI scores were largely predicted by personality and that CSI was uncorrelated with GEFT performance. Instead, better performance on the GEFT was associated with better performance on the RSMT. We conclude that i) cognitive style questionnaires overlap with personality inventories, ii) cognitive style performance tests do not measure cognitive styles and should not be used as such and iii) the cognitive style concept needs to be assessed with alternative measurement types. We discuss possible future directions.

The (In)significance of Executive Functions for the Trait of Self-Control: A Psychometric Study.

Self-control (SC) is an individual trait defined as the ability to pursue long-distance goals in spite of the obstacles generated by current desires, innate or learned automatisms, and physiological needs of an organism. This trait is relatively stable across the life span and it predicts such important features as level of income, quality of social relationships, and proneness to addictions. It is widely believed that the cognitive substrate of SC involves the executive functions (EFs), such as inhibitory control, shifting of attention, and working memory updating. However, the empirical evidence concerning the relationships between trait SC and EFs is not convincing. The present study aims to address two questions: (1) what is the strength of relationships between trait SC and EFs, and (2) which aspects of SC are predicted by particular EFs, if at all. In order to answer these questions, we carried out a psychometric study with 296 participants (133 men and 163 women, mean age 23.31, SD 3.64), whom we investigated with three types of tools: (1) a battery SC scales and inventories, (2) a battery of EFs tasks, and (3) two general intelligence tests. Structural equation modeling approach was used to analyze the data. We found that the latent variables representing SC and the latent variable representing EFs did not show any relationship. The standardized path coefficient between EFs and general intelligence turned out rather strong. We conclude that the trait of SC, measured with questionnaires, does not depend on the strength of cognitive control, measured with EFs tasks.