Academic Achievement in Early Adolescence: The Influence of Cognitive and Non-Cognitive Variables

The present study examined the predictive effects of intellectual ability, self-concept, goal orientations, learning strategies, popularity and parent involvement on academic achievement. Hierarchical regression analysis and path analysis were performed among a sample of 1398 high school students (mean age = 12.5; SD =.67) from eight education centers from the province of Alicante (Spain). Cognitive and non-cognitive variables were measured using validated questionnaires, whereas academic achievement was assessed using end-of-term grades obtained by students in nine subjects. The results revealed significant predictive effects of all of the variables. The model proposed had a satisfactory fit, and all of the hypothesized relationships were significant. These findings support the importance of including non-cognitive variables along with cognitive variables when predicting a model of academic achievement.

The Influence of Gender, Intellectual Ability, Academic Self-Concept, Self-Regulation, Learning Strategies, Popularity and Parent Involvement in Early Adolescence

The present study examined the predictive effects of gender, intellectual ability, self-concept, motivation, learning strategies, popularity and parent involvement on academic achievement. Hiearchical regression analysis were performed with six steps in which each variable was included, among a sample of 1398 high school students (mean age = 12.5; standard deviation = .67) of eight education centers from the province of Alicante (Spain). The results revealed significant predictive effects of all of the variables, explaining 59.1% of the total variance.

A structural model of cognitive-motivational variables as explanatory factors of academic achievement in Spanish Language and Mathematics

In recent years, several explanatory models have been developed which attempt to analyse the predictive worth of various factors in relation to academic achievement, as well as the direct and indirect effects that they produce. The aim of this study was to examine a structural model incorporating various cognitive and motivational variables which influence student achievement in the two basic core skills in the Spanish curriculum: Spanish Language and Mathematics. These variables included differential aptitudes, specific self-concept, goal orientations, effort and learning strategies. The sample comprised 341 Spanish students in their first year of Compulsory Secondary Education. Various tests and questionnaires were used to assess each student, and Structural Equation Modelling (SEM) was employed to study the relationships in the initial model. The proposed model obtained a satisfactory fit for the two subjects studied, and all the relationships hypothesised were significant. The variable with the most explanatory power regarding academic achievement was mathematical and verbal aptitude. Also notable was the direct influence of specific self-concept on achievement, goal-orientation and effort, as was the mediatory effect that effort and learning strategies had between academic goals and final achievement.

Uso de alcohol y tabaco y variables cognitivo-motivacionales en el ámbito escolar: efectos sobre el rendimiento académico en adolescentes españoles

El objetivo de este estudio fue analizar: (a) la relación entre el consumo de tabaco y alcohol y el rendimiento académico y (b) la capacidad predictiva de los factores psicoeducativos y el abuso de alcohol y tabaco sobre el rendimiento académico en una muestra de 352 adolescentes españoles de 2º a 4º de Educación Secundaria Obligatoria (ESO). Para analizar las variables cognitivo-motivacionales se utilizaron el Self-Description Questionnaire-II, la Sydney Attribution Scale y el Achievement Goal Tendencies Questionnaire. El consumo abusivo de alcohol y tabaco, el sexo y la repetición de curso fueron también evaluados utilizando medidas autoinformadas. El rendimiento académico fue evaluado a partir de los registros escolares. Se utilizaron análisis de frecuencias y regresión logística para analizar los datos. Los análisis de frecuencias revelaron que los estudiantes que abusan del tabaco y el alcohol presentan un rendimiento académico más pobre. Los análisis de regresión logística destacaron que los comportamientos saludables así como las variables educativas y cognitivo-motivacionales ejercieron un efecto predictivo diferente sobre el rendimiento académico dependiendo del área académica analizada. Estos resultados señalan que para mejorar el rendimiento académico en la adolescencia se han de tener en consideración no sólo variables académicas sino también variables relacionadas con la salud.