The Relationship Between Tacit Knowledge, Academic Intelligence And Academic Achievement

Recalling the tacit knowledge of the development process,from concept to theoreticalexploration, and the empirical study to the cross-cultural comparison. Foreign researchers havemade many meaningful research results in the analysis of tacit knowledge.Compared to the othertraditional indicators of academic performance and work experiences, tacit knowledge as one ofthe effective measures indicator of individual performance in certain areas is even betterpredictive power; At the same time, there is a high correlation between tacit knowledge andacademic achievement of learning the process, and results showed the predictive power andinfluence. But in our country, the relevant empirical research on College Students’tacitknowledge is still relatively small. As the practical activities in the form of tacit knowledgeaccumulation, not just experience required, it must be associated with a particular situation exists.Then the Chinese and Western cultural differences in background will definitely increase thepossibility of domestic and foreign university students tacit knowledge differences. Therefore, itis necessary to study Chinese students tacit knowledge level. And make combine with academicintelligence, will help us to make more reasonable explain the individual differences, broadenand deepen the study of the impact of individual success factors, and strengthen the predictiveability of individual success.Using college students as participants in this study. According to Sternberg, Wagner,Nonaka’s tacit knowledge structure theory, preparation of questionnaire for Chinese collegestudents’ tacit knowledge test. Our tacit knowledge model has three main psychologicaldimensions—cognitive, technical, and social. The results of ideal after the test of the validity.On this basis, and further to the predictive validity of research, analysis of tacit knowledge of therelationship between academic intelligence, personality and academic achievement. Thisresearch focuses on the students of Shandong Normal University as subjects,adopted the methodof questionnaire, and the level of college students’ tacit knowledge level, the academicintelligence, personality and academic achievement were measured. Processed of data by usingSPSS17.0, AMOS7.0, and the results are as follows: （1）The self questionnaire of college students tacit knowledge situational judgment test used inthis study with good reliability and validity.（2）And the results of factor analysis also confirmed that the three main factors of the test: thecognitive dimension, social dimension, skills dimensions.（3）There are significant grade and gender differences in Situational Judgment Tests and tacitknowledge total test score. High grade tacit knowledge was significantly better than the lowergrades; girls tacit knowledge levels were significantly better than boys.（4）Tacit knowledge is a significant predictive effect on academic achievement, which is underthe control of the academic intelligence and personality factors, this prediction effect remainedsignificant. This shows that tacit knowledge can be used to predict academic achievement as anindependent predictor of source.（5）Tacit knowledge is superior to academic intelligence and personality factors predictive ofacademic achievement.