Quest for the best non-cognitive predictor of academic achievement

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The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, background): “Stankov et al. (2014) revealed a moderate correlation (r=0.30) between secondary school students’ mathematics self-concept and mathematics performance.”
I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance (2018, background): “The non-intellective antecedents of student performance are of great interest to educators and education researchers (Robbins et al., 2004; Stankov & Lee, 2014), and research in this area is an important determinant of education policy (Bong, 2012; Pajares & Usher, 2008).”
The impact of students' gender-role orientation on competence development in mathematics and reading in secondary school (2018, background): “…interest as a part of intrinsic motivation (Schiefele & Csikszentmihalyi, 1995; Wigfield & Cambria, 2010), and domain-specific self-concept (Marsh, 1989; OECD, 2015; Stankov & Lee, 2014), as determinants of competences and factors in the formation of gender differences in competences.”