 Predicting school performance from cognitive ability, self-representation, and personality from primary school to senior high schoolAndreas Demetriou, Smaragda Kazi, George Spanoudis and Nikolaos Makris Intelligence, 2019, vol. 76, issue C, - Abstract: We explored the relations between academic performance, cognition, and personality. This study examined 689 participants from 10 to 17 years of age, by a cognitive battery addressing several reasoning domains (inductive, deductive, quantitative, causal, and spatial), and inventories addressing self-representation about reasoning domains and general cognitive processes, and the Big Five factors of personality. School performance in mathematics, science, and language was measured. Cognitive ability strongly and self-representation and personality (conscientiousness) moderately related with school performance. These relations varied with age and ability: the effects of cognitive ability on academic performance decreased and the effects of self-representation and personality increased with increasing age and ability. The implications for cognitive developmental theory and educational implications are discussed. Keywords: Academic performance; Cognition; Cognitive development; Intelligence; Personality (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:intell:v:76:y:2019:i:c:7 DOI: 10.1016/j.intell.2019.101381 Access Statistics for this article Intelligence is currently edited by R.J. Haier More articles in Intelligence from Elsevier |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.