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

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  • Demetriou, Andreas
  • Kazi, Smaragda
  • Makris, Nikolaos
  • Spanoudis, George

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.

Suggested Citation

  • Demetriou, Andreas & Kazi, Smaragda & Makris, Nikolaos & Spanoudis, George, 2020. "Cognitive ability, cognitive self-awareness, and school performance: From childhood to adolescence," Intelligence, Elsevier, vol. 79(C).
    • Handle: RePEc:eee:intell:v:79:y:2020:i:c:s0160289620300106
    DOI: 10.1016/j.intell.2020.101432
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    References listed on IDEAS

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    1. Makris, Nikolaos & Tachmatzidis, Dimitrios & Demetriou, Andreas & Spanoudis, George, 2017. "Mapping the evolving core of intelligence: Changing relations between executive control, reasoning, language, and awareness," Intelligence, Elsevier, vol. 62(C), pages 12-30.
    2. Demetriou, Andreas & Kazi, Smaragda & Spanoudis, George & Makris, Nikolaos, 2019. "Predicting school performance from cognitive ability, self-representation, and personality from primary school to senior high school," Intelligence, Elsevier, vol. 76(C), pages 1-1.
    3. Demetriou, Andreas & Kazi, Smaragda & Spanoudis, George & Makris, Nikolaos, 2019. "Predicting school performance from cognitive ability, self-representation, and personality from primary school to senior high school," Intelligence, Elsevier, vol. 76(C).
    4. Demetriou, Andreas & Makris, Nikolaos & Tachmatzidis, Dimitrios & Kazi, Smaragda & Spanoudis, George, 2019. "Decomposing the influence of mental processes on academic performance," Intelligence, Elsevier, vol. 77(C).
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    Cited by:

    1. Iago Portela-Pino & Myriam Alvariñas-Villaverde & Margarita Pino-Juste, 2021. "Socio-Emotional Skills as Predictors of Performance of Students: Differences by Gender," Sustainability, MDPI, vol. 13(9), pages 1-11, April.
    2. Demetriou, Andreas & Golino, Hudson & Spanoudis, George & Makris, Nikolaos & Greiff, Samuel, 2021. "The future of intelligence: The central meaning-making unit of intelligence in the mind, the brain, and artificial intelligence," Intelligence, Elsevier, vol. 87(C).
    3. Kezzy Wawira Wanjira & Ann Muiru & Dr. Benson Njoroge, 2022. "Adolescents’ Physical Development on Personality Traits Development Among Boys in Public Day Secondary Schools in Kirinyaga East Sub County," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(12), pages 125-131, December.
    4. Bunmi Isaiah Omodan, 2022. "Analysis of emancipatory pedagogy as a tool for democratic classrooms," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 11(2), pages 348-354, March.
    5. Robert Mesrob K. DerMesrobian, 2022. "A Model For Financial Literacy Education In Lebanon," Economy & Business Journal, International Scientific Publications, Bulgaria, vol. 16(1), pages 399-406.
    6. Drouvelis, Michalis & Pearce, Graeme, 2023. "Is there a link between intelligence and lying?," Journal of Economic Behavior & Organization, Elsevier, vol. 206(C), pages 182-203.
    7. Hsien-Hua Yu & Ru-Ping Hu & Mei-Lien Chen, 2022. "Global Pandemic Prevention Continual Learning—Taking Online Learning as an Example: The Relevance of Self-Regulation, Mind-Unwandered, and Online Learning Ineffectiveness," Sustainability, MDPI, vol. 14(11), pages 1-14, May.
    8. Jesús García-Jiménez & Javier Rodríguez-Santero & Juan-Jesús Torres-Gordillo, 2020. "Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees," Sustainability, MDPI, vol. 12(23), pages 1-10, November.

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