Cognitive ability, cognitive self-awareness, and school performance: From childhood to adolescence

By Andreas Demetriou, Smaragda Kazi, N. Makris, George Spanoudis. 2020

92 citations recorded by the source corpus.

Abstract This study explored relations between academic performance, cognition, cognitive self-evaluation and self-representation. We examined 408 participants, from 10 to 16 years, by a cognitive battery addressed to several reasoning domains (mathematical, causal, spatial, and social reasoning), self-evaluation of performance in each reasoning domain, and domain-specific and general cognitive self-representation. School grades in mathematics, science, and language indexed academic performance. Reasoning highly predicted school performance in primary and secondary school. Self-representations and self-evaluations were highly related to cognitive performance in secondary but not in primary school. Self-representation significantly predicted academic performance if used alone in the model; it is completely absorbed by cognitive ability, when used together. Self-evaluation predicted school performance additionally to cognitive ability in secondary but not in primary school. Effects of SES on academic performance were both direct and indirect, mediated by cognitive ability. The implications for cognitive developmental theory and educational implications are discussed.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8ed07ad65e4704cb93d83ba7c6606a1665d464ce