Analysis of the effect of cognitive ability on academic achievement: Moderating role of self-monitoring

In this study, cognitive ability was classified into memory ability, representational ability, information processing ability, logical reasoning ability, and thinking conversion ability, and analyzed the effects of these five ability values on academic achievement. Structural equation modeling (SEM)...

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Bibliographic Details
Published inFrontiers in psychology Vol. 13; p. 996504
Main Authors Shi, Yueqi, Qu, Shaowei
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 23.09.2022
Subjects
academic performance
cognitive ability
moderating effect
Psychology
self-monitoring
structural equation modeling
moderating effect
cognitive ability
academic performance
structural equation modeling
self-monitoring
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Summary:In this study, cognitive ability was classified into memory ability, representational ability, information processing ability, logical reasoning ability, and thinking conversion ability, and analyzed the effects of these five ability values on academic achievement. Structural equation modeling (SEM) was used to analyze the moderating effect of Self-monitoring between cognitive ability and Academic Achievement, using students’ Self-monitoring as moderating variables. The results of the study showed that cognitive ability can significantly and positively affect academic achievement, while Self-monitoring can significantly moderate the effect of cognitive ability on academic performance, with a significant moderating effect on math subjects and English subjects among achievement subjects, and the higher the value of cognitive ability, the stronger the moderating effect.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Liquan Qi, China Education Press Agency, China; Jianping Qin, The Chinese Society of Education, China
Edited by: Antonio P. Gutierrez de Blume, Georgia Southern University, United States
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.996504