Should We Measure Our Own Intelligence?

Alex has always believed that intelligence is fixed—something you are either born with or without. He has also heard that intelligence is the most important factor in achieving academic success. Curious, Alex embarks on a quest to understand just how intelligent he really is. He starts by comparing his exam scores to those of his friends, assuming the highest scorer must be the smartest. However, as he reflects, he begins to question whether a single exam can truly capture intelligence, given that different subjects require different abilities. This leads him to conclude that GPA offers a more reliable measure of intelligence.

Alex’s notion that a single exam does not provide an accurate picture of intelligence is an idea that dates back to the early days of intelligence research. In 1904, Charles Spearman noticed that students who excelled in one subject tended to perform well across multiple disciplines. Therefore, he proposed that each person possesses a general intelligence factor, which he called the g-factor—the underlying ability that contributes to a person’s performance on all mental tests (Jensen, 1998). Crucially, Spearman believed that general intelligence was fixed (Spearman, 1904). This model, widely accepted for decades, helps explain why students who do well in one subject are often successful across various subjects.

IQ tests are often regarded as the best method for capturing one’s g-factor (Gray & Bjorklund, 2018). The test consists of subsections designed to measure different cognitive abilities, such as verbal comprehension, perceptual processing, working memory, and processing speed (Lichtenberger & Kaufman, 2013). IQ, the Intelligence Quotient, is the score you get from the test—an estimate of one’s level of intelligence relative to the rest of the population. However, IQ scores only tell us how individuals differ in their performance on mental tests—it doesn’t reveal how intelligence works.

Many attempts have been made to explain the inner workings of intelligence. For example, UvA professor Han van der Maas suggests that intelligence is not a single factor, like Spearman’s g-factor, but rather a network of cognitive abilities that interact with each other, implying that intelligence is not fixed but can evolve (Van Der Maas, 2006). Cognitive abilities like working memory, problem-solving, and language mutually reinforce each other, meaning that improvements in one area can boost others (Van Der Maas, 2006). For example, a better memory can improve problem-solving, and strong language skills can help with reasoning. Intelligence, according to this theory, is the result of how cognitive abilities influence and strengthen each other, suggesting that it is malleable rather than determined by a single, unchanging factor. This theory has gained traction in the academic community, but there is still an ongoing debate about the underlying mechanisms of intelligence. While we have standardized a way to measure intelligence, we still do not fully understand what we are measuring.

Nevertheless, if Alex wants to measure his intelligence in the most accurate way possible, given today’s understanding of the construct, he should consider taking an IQ test. However, the more important question isn’t just how he should measure his intelligence, but whether he should at all.

While an IQ score is not a permanent reflection of one’s abilities, Alex might interpret it as such. With his belief that intelligence is fixed and crucial to academic success, a high score could boost his confidence and motivation to tackle intellectual challenges. On the other hand, if the score is lower than expected, it could leave him feeling demotivated, thinking he is destined to struggle academically. Since people often overestimate their intelligence (Dunning, 2011), taking an IQ test could potentially be harmful to Alex.

Alex’s mindset can be explained by Carol Dweck’s Mindset Theory. A fixed mindset is the belief that abilities are innate and unchangeable (Dweck, 2006). Individuals with a fixed mindset tend to interpret their IQ score as a definitive measure of their intellectual abilities. This leads to putting less effort into personal growth because they believe it is not possible (Török et al., 2022). For example, when faced with a low grade on a maths test, a student with a fixed mindset might think, ‘I am just bad at maths, and no amount of studying will change that,’ leading them to give up or avoid similar challenges. Since Alex believes that intelligence is completely fixed, learning his IQ score could reinforce a fixed mindset and limit his efforts to improve his academic skills.

In contrast, a growth mindset is the belief that abilities can be developed through effort and learning (Dweck, 2006). Those with a growth mindset view academic abilities as malleable and are more likely to adopt strategies for improvement (Török et al., 2022). When faced with a low grade, they might see it as an opportunity to adjust their study habits believing that effort will lead to improvement. For example, a student with a growth mindset might think, ‘I did not do well this time, but with more practice and a better study strategy, I can improve.’ By embracing a growth mindset, Alex could begin to see challenges, like a low score, not as proof of his limitations, but as a chance to develop his skills and improve his performance.

Beyond mindset, motivation is another key factor in academic performance (Trigueros et al., 2019). Motivated students are more likely to set ambitious goals, dedicate time to mastering material, and persist through challenges, all of which contribute to stronger performance and higher test scores (Linnenbrink & Pintrich, 2003). Crucially, they also tend to spend more time studying than their peers (Pintrich & De Groot, 1990). While students with higher IQs may grasp concepts more quickly and solve problems with less effort, those who consistently invest time in reviewing and practicing often outperform their higher-IQ peers (Ackerman, 2003). This suggests that students who excel in one subject often do well in others not just because of cognitive ability but because they put in the effort. After all, an IQ score is not a prophecy—it is just one of many variables in the equation of academic success.

So, where does this leave Alex? Should he take an IQ test to measure his intelligence? While a score might offer insight, it can never fully capture the complexity of human cognition. Ultimately, the question is not about a number—it is about perspective. Does knowing your IQ affect what you believe you are capable of? Or is it effort and perseverance that truly defines your potential? In the end, mindset and actions determine growth far more than any single test ever could. <<