Longitudinal relationship between early academic achievement and executive function: Mediating role of approaches to learning

I examined the relationships among private tutoring in mathematics, self-study, and academic achievement, in particular, the potential mediating role of self-study in the relationship between private tutoring and academic achievement. The responses of 3,689 Korean middle school students were analyzed. Results showed that private tutoring time positively predicted self-study time and academic achievement. Number of hours of self-study also predicted academic achievement and mediated the relationship between private tutoring and academic achievement. These findings showed that private tutoring increased the time students spent on self-study rather than replacing it. In addition, the positive effect of private tutoring on academic achievement was mediated by increased self-study time. Practical and theoretical implications are discussed.

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Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

Instructional Science ◽

10.1007/s11251-011-9171-8 ◽

2011 ◽

Vol 40 (1) ◽

pp. 159-172 ◽

Cited By ~ 16

Author(s):

Jeanette Lyn Fung Choy ◽

Glen O’Grady ◽

Jerome I. Rotgans

Keyword(s):

Academic Achievement ◽

Good Predictor ◽

Mediating Role ◽

Study Process

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Trait anxiety and adolescent's academic achievement: The role of executive function

Learning and Individual Differences ◽

10.1016/j.lindif.2020.101941 ◽

2021 ◽

Vol 85 ◽

pp. 101941

Author(s):

Sarah V. Alfonso ◽

Christopher J. Lonigan

Keyword(s):

Academic Achievement ◽

Executive Function ◽

Trait Anxiety

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Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity

Sustainability ◽

10.3390/su12145768 ◽

2020 ◽

Vol 12 (14) ◽

pp. 5768

Author(s):

Nieves Moyano ◽

Alberto Quílez-Robres ◽

Alejandra Cortés Pascual

Keyword(s):

Academic Achievement ◽

Cognitive Abilities ◽

Verbal Fluency ◽

Self Esteem ◽

Cognitive Factors ◽

Mediating Role ◽

Motivation For Learning ◽

And Mathematics ◽

The One

The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem.

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