Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education

Abstract

Background: People vary between each other on several neurobehavioral traits, which may have implications for understanding academic achievement. Methods: University-level Psychology or Engineering students were assessed for neurobehavioral traits, intelligence, and current psychological distress. Scores were compared with their grade point average (GPA) data. Results: Factors associated with higher GPA differed markedly between groups. For Engineers, intelligence, but not neurobehavioral traits or psychological distress, was a strong correlate of grades. For Psychologists, grades were not correlated with intelligence but they were with the neurobehavioral traits of executive dysfunction, disinhibition, apathy, and positive schizotypy. However, only the latter two were associated independently of psychological distress. Additionally, higher mixed-handedness was associated with higher GPA in the combined sample. Conclusions: Neurological factors (i.e., neurobehavioral traits and intelligence), are differentially associated with university-level grades, depending on the major studied. However, mixed-handedness may prove to be a better general predictor of academic performance across disciplines.

Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education

“…This may be one way in which mixed-handedness could convey a small advantage in higher education. We have previously shown in the same sample as reported here, that the modulation of memory processes is a significant predictor of academic grades [18]. In addition, a study of foreign language acquisition, that mimicked natural language learning, found that the amount of learning was proportional to degree of mixed-handedness of the participants [99].…”

“…Written informed consent was provided by all participants, in line with the local ethics committee approved protocol. First basic demographic information was recorded and then all participants completed several cognitive tests (reported previously) [18], and also the MMT as a measure of intelligence. The questionnaires were supplied as a booklet and completed by hand during the test session.…”

“…This sample has been reported previously in a study of memory systems and academic achievement [18]. It comprises of 120 undergraduate students at a state university in the city of Riobamba, Ecuador.…”

“…Related to this, performance on neuropsychological tests, which also show significant variation even within the 'normal' population [15], are known to predict academic achievement. This has been particularly productive in regards to working memory in younger learners [16,17], but less successful within higher education, where long-term memory and behavioral regulation processes may be of more importance [18][19][20]. It is notable that associations with neuropsychological variables are seemingly always in the direction of lower test performance with lower academic achievement.…”

Handedness in ADHD: Meta-Analyses

“…In the second meta-analysis, we compared non-right-handedness rates (i.e., lefthandedness and mixed-handedness combined) between individuals with ADHD and controls. Overall, k = 16 studies were included (Dramsdahl et al 2012;Groen et al 2009;Hotham et al 2018;Neely et al 2016;Neely et al 2017;Martel et al 2008;Pluck et al, 2020;Robaey et al 1992;Rolfe et al 2006;Shaw and Brown 1990;Scharoun et al 2013;Soliva et al 2010;ter Huurne et al 2013;Tucha et al 2008;Tucha et al 2006;Xia et al 2012) and d = 6 databases (ADHD-200, Würzburg, Niche, ACPU, NICAP, IMpACT2).…”