The relationship between intelligence, working memory, academic self-esteem, and academic achievement

Academic achievement is crucial for life and long-term outcomes. The aim of the present study is to examine the joint role of cognitive (intelligence and working memory) and non-cognitive (academic self-esteem) factors in predicting academic achievement (mathematics and reading literacy) in a sample...

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Bibliographic Details
Published in:Journal of cognitive psychology (Hove, England) England), 2017-08, Vol.29 (6), p.731-747
Main Authors: Giofrè, David, Borella, Erika, Mammarella, Irene Cristina
Format: Article
Language:English
Subjects:
Academic achievement
academic self-esteem
achievement
children
Intelligence (g)
Self esteem
working memory
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Summary:Academic achievement is crucial for life and long-term outcomes. The aim of the present study is to examine the joint role of cognitive (intelligence and working memory) and non-cognitive (academic self-esteem) factors in predicting academic achievement (mathematics and reading literacy) in a sample of Italian sixth and eighth graders. The results showed that within the cognitive factors considered, intelligence was the best predictor of achievement. As regards to non-cognitive factors, academic self-esteem was effective at predicting achievement after controlling for cognitive measures. Academic self-esteem was also found to have an indirect effect, mediated by intelligence, on academic achievement. Both theoretical and practical implications of the present results are discussed.
ISSN:2044-5911
2044-592X
DOI:10.1080/20445911.2017.1310110