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Predicting Academic Achievement with Cognitive Abilities: Cross-Sectional Study across School Education
The relationship between cognitive abilities and academic achievement across schooling from the first to the eleventh grade was analyzed. Information processing speed, visuospatial working memory, number sense, and fluid intelligence were considered predictors of general academic achievement, which...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7602962/ https://www.ncbi.nlm.nih.gov/pubmed/33080874 http://dx.doi.org/10.3390/bs10100158 |
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author | Tikhomirova, Tatiana Malykh, Artem Malykh, Sergey |
author_facet | Tikhomirova, Tatiana Malykh, Artem Malykh, Sergey |
author_sort | Tikhomirova, Tatiana |
collection | PubMed |
description | The relationship between cognitive abilities and academic achievement across schooling from the first to the eleventh grade was analyzed. Information processing speed, visuospatial working memory, number sense, and fluid intelligence were considered predictors of general academic achievement, which was derived from grades in mathematics, language, and biology. This cross-sectional study involved 1560 pupils who were in grades 1–11 at general education schools and were aged from 6.8 to 19.1 years (50.4% were boys). Information processing speed, visuospatial working memory, and number sense were measured using the Choice Reaction Time, Corsi Block-Tapping, and Number Sense computerized tests, respectively. Fluid intelligence was measured using the paper-and-pencil version of the Standard Progressive Matrices test. Correlation analysis and structural equation modeling were carried out. It was shown that it is possible to describe the structure of the relationship between cognitive abilities and academic achievement for all levels of schooling with a single model. In this model, information processing speed is the key predictor of fluid intelligence, working memory, and number sense, which in turn contribute to individual differences in academic success. Additionally, the specificity of the relationship between individual indicators of cognitive abilities and academic achievement at each level of schooling was revealed. |
format | Online Article Text |
id | pubmed-7602962 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-76029622020-11-01 Predicting Academic Achievement with Cognitive Abilities: Cross-Sectional Study across School Education Tikhomirova, Tatiana Malykh, Artem Malykh, Sergey Behav Sci (Basel) Article The relationship between cognitive abilities and academic achievement across schooling from the first to the eleventh grade was analyzed. Information processing speed, visuospatial working memory, number sense, and fluid intelligence were considered predictors of general academic achievement, which was derived from grades in mathematics, language, and biology. This cross-sectional study involved 1560 pupils who were in grades 1–11 at general education schools and were aged from 6.8 to 19.1 years (50.4% were boys). Information processing speed, visuospatial working memory, and number sense were measured using the Choice Reaction Time, Corsi Block-Tapping, and Number Sense computerized tests, respectively. Fluid intelligence was measured using the paper-and-pencil version of the Standard Progressive Matrices test. Correlation analysis and structural equation modeling were carried out. It was shown that it is possible to describe the structure of the relationship between cognitive abilities and academic achievement for all levels of schooling with a single model. In this model, information processing speed is the key predictor of fluid intelligence, working memory, and number sense, which in turn contribute to individual differences in academic success. Additionally, the specificity of the relationship between individual indicators of cognitive abilities and academic achievement at each level of schooling was revealed. MDPI 2020-10-17 /pmc/articles/PMC7602962/ /pubmed/33080874 http://dx.doi.org/10.3390/bs10100158 Text en © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Tikhomirova, Tatiana Malykh, Artem Malykh, Sergey Predicting Academic Achievement with Cognitive Abilities: Cross-Sectional Study across School Education |
title | Predicting Academic Achievement with Cognitive Abilities: Cross-Sectional Study across School Education |
title_full | Predicting Academic Achievement with Cognitive Abilities: Cross-Sectional Study across School Education |
title_fullStr | Predicting Academic Achievement with Cognitive Abilities: Cross-Sectional Study across School Education |
title_full_unstemmed | Predicting Academic Achievement with Cognitive Abilities: Cross-Sectional Study across School Education |
title_short | Predicting Academic Achievement with Cognitive Abilities: Cross-Sectional Study across School Education |
title_sort | predicting academic achievement with cognitive abilities: cross-sectional study across school education |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7602962/ https://www.ncbi.nlm.nih.gov/pubmed/33080874 http://dx.doi.org/10.3390/bs10100158 |
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