Cognitive Ability and Self-Control’s Influence on High School Students’ Comprehensive Academic Performance

Abstract

This study uses a hierarchical linear model (HLM) to examine the effects of cognitive ability and self-control on comprehensive academic performance among students in a high school in Beijing. The study included 572 participating students, including 291 boys and 281 girls, ranging in age from 16 to 18 years old. In this study, the individual level of students’ cognitive abilities are used as the first-level variables, including memory ability (MA), information processing ability (IPA), representation ability (RA), logical reasoning ability (LRA), and thinking transformation ability (TCA). Consider self-control at the class level as the second-level variable. The research results show that the five cognitive abilities have a significant positive impact on comprehensive academic performance. Self-control plays an active role in regulating the relationship between RA, LRA, TCA, and comprehensive academic performance.

Are Exposure to Health Information and Media Health Literacy Associated with Fruit and Vegetable Consumption?

“…This result is consistent with studies in Canada and Iceland which found that higher academic performance of high school students (grade 7-9) was associated with greater F&V consumption (50,51). This may be due to the probability that youth with a higher GPA are also superior in cognition, attentiveness, memory, extraction, and reasoning (52). In addition, cognitive processes are the steps for using knowledge, combining knowledge with new knowledge, and making decisions based on that knowledge (53).…”

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

“…The inconsistent findings of the above studies may be related to the fact that Self-monitoring play more of a moderating role in Academic Achievement. Among the effects of cognitive ability on academic performance, the positive moderating effect of self-monitoring was found to be significant (Zhu et al, 2017), and that higher indices of self-regulation in Self-monitoring enable students to focus more on tasks and achieve better Academic Achievement (Nesayan et al, 2019), and self-regulation also significantly enhances the positive effect of cognitive ability on academic achievement (Shi and Qu, 2021).…”

Content Analysis of the Components of the Structure Professional Abilities of Students

“…Влияние когнитивных способностей и индивидуально-личностной способности самоконтроля «self-control» на академическую успеваемость студентов подтверждается эмпирическими данными в экспериментальной работе исследователей Пекинского научно-технического университета Yueqi Shi и Shaowei Qu [50] (Yueqi Shi, Shaowei Qu, 2021). Результаты исследования доказывают положительное воздействие компонентов когнитивных способностей (способность к логическому мышлению, способность к памяти, способность к обработке информации, способность к трансформации мышления, способность к представлению) и самоконтроля.…”