The Correlation between SAT Scores and Selected Cognitive Abilities among International School Students in the Kingdom of Saudi Arabia
Year: 2025
Type: article
Study design: Observational Study
Abstract: For a long time, the Scholastic Aptitude Test (SAT) has served as a standardized test for academically measuring all potential abilities when debate still ensues on its reliability as an indicator of cognitive ability.Some researchers assert that the SAT is a good predictor of academic performance.In contrast, others contend that it is mainly advantageous to people from privileged backgrounds yet does not encompass critical cognitive skills such as critical thinking, creativity, and adaptability.This study examines the correlation between SAT scores and a broader range of cognitive abilities by analyzing the performance of 40 Saudi Arabian high school students on the Number Series Test (NST) and the Stroop Task-two assessments measuring numerical reasoning and cognitive flexibility, respectively.The findings indicate a moderate positive correlation between SAT scores and NST performance (r = 0.51) and between SAT scores and Stroop correct responses (r = 0.48), suggesting that numerical reasoning and executive function contribute to SAT success.In addition, the cognitive control aspect of the SAT's assessed cognitive abilities is evidenced in the correlation (r = -0.40) between the SAT and incorrect Stroop test responses.This correlation would indicate that the SAT is a good measure of cognitive ability.
Authors: Ahmed Hany, Abdulrahman Mohamed, Mohamed Mahmoud, Taim Ayash, Aala Karim Maayah
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4407798788