title: Academic Achievement in Early Adolescence: The Influence of Cognitive and Non-Cognitive Variables.
abstract: 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.
authors.affiliation: a University of Alicante.
authors.forename: Alejandro
authors.initials: A
authors.lastname: Veas
authors.affiliation: a University of Alicante.
authors.forename: Juan-Luis
authors.initials: JL
authors.lastname: Castejón
authors.affiliation: a University of Alicante.
authors.forename: Raquel
authors.initials: R
authors.lastname: Gilar
authors.affiliation: a University of Alicante.
authors.forename: Pablo
authors.initials: P
authors.lastname: Miñano
mesh_terms: D000076363:Academic Success; D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology*; D002648:Child; D016000:Cluster Analysis; D003071:Cognition; D005260:Female; D006040:Goals; D006801:Humans; D007360:Intelligence; D007858:Learning; D008297:Male; D010290:Parents / Q000523:psychology; D012929:Psychological Distance; D012649:Self Concept
keywords: academic achievement; cognitive variables; motivational variables; parent involvement; popularity