Cognitive ability and personality variables as predictors of school grades and test scores in adolescents |
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| Authors: | Manfred Hofer Claudia Kuhnle Britta Kilian Stefan Fries |
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| Affiliation: | 1. University of Mannheim, Germany;2. University of Bielefeld, Germany;1. Science Division, Department of Psychology, New York University Abu Dhabi, United Arab Emirates;2. Department of Psychology, University of Freiburg, Germany;1. Department of Developmental and Educational Psychology, University of Salamanca, Avenida de la Merced 109, 37005 Salamanca, Spain;2. Department of Education, University of Cantabria, Avenida de los Castros s/n, 39005 Santander, Cantabria, Spain;1. Justus-Liebig-Universität, Gießen, Germany;2. Johannes Gutenberg-Universität, Mainz, Germany;3. Technische Universität, Darmstadt, Germany;1. University of Luxembourg, Luxembourg;2. Chemnitz University of Technology, Germany;3. University of Trier, Germany;1. Department of Psychology, University of Bologna, Viale Berti Pichat 5, 40127 Bologna, Italy;2. Department of Psychiatry and Clinical Psychobiology, School of Psychology, University of Barcelona, 08035 Barcelona, Spain;3. Institute for Brain, Cognition and Behavior (IR3C), 08035 Barcelona, Spain;4. School of Management and Institute for Health and Social Science Research, Central Queensland University, QLD 4702 Rockhampton, Australia;5. Department of Biology, University of Education, 69121 Heidelberg, Germany |
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| Abstract: | The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied. It was expected that the variables use of time structure, academic procrastination, and motivational interference during learning further aid in predicting students’ achievement because they are operative in situations of school-leisure conflict. A sample of 697 eighth-graders was tested twice within the interval of a single school year (about eight months). Cognitive ability and self-control explained substantial variance of grade changes. Procrastination displayed a further portion of the variance. Personality variables were better predictors of grades, while cognitive ability showed higher variance with the achievement test. Variables tapping aspects of self-control strength have been interpreted as key determinants of learning outcomes. The findings suggest that it might be useful to identify students who are at risk, allowing these students to train their ability to shield studying from leisure distractions. |
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