تفكيك تأثير العمليات الذهنية على الأداء الأكاديمي

الملخص EN

We explored relations between academic performance and cognition from 9 to 15 years of age.

Participants were examined on executive control processes, reasoning in several domains, self-evaluation of performance in these domains, and language.

Structural equation modelling showed that cognitive and language ability highly pre-dicted school performance.

These relations changed with age; cognitive flexibility, working memory and rea- soning dominated from 9 to 11 and reasoning and language dominated from 13 to 15 years.

Self-evaluation was related with academic performance only in secondary school, but this relation was masked by reasoning.

SES influenced school achievement directly on top of cognitive influences in both primary and secondary school.

The implications for cognitive developmental theory and educational implications are discussed.