Abstract

The aim of the present research is to evaluate in an integrate way the weight of basic intelligence and peer relationships on preadolescents and adolescents' school achievement, keeping gender, age and type of attended school under control. The participants were 353 pupils attending the 5th grade of elementary school (mean age = 10 years and 7 months) and 384 students attending the second grade of high school (mean age = 15 years and 3 months). Our results point out that the predictive value of intelligence and peer relationships on school achievement is mediated by subjects' age and type of attended school.