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

Abstract

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.

Development and validation of School Mental Skills Assessment Scale (SMSAS)

“…Regarding the development of metacognitive skills, research indicates that learning tasks must be stimulating and rewarding enough for students to use metacognitive skills specifically. This implies that applying metacognitive knowledge only benefits when the learning task falls within a subjectively moderate difficulty range [30], which is advantageous for teachers. While designing the same testing method for all intermediate-level students may seem like an incredible burden for teachers, modern paradigms of individualised education support this notion.…”