Abstract
This study uses personality and psychology health characteristics of high school students as intermediary variables to study how cognitive ability affects academic performance, and analyzes memory, information processing, presentation, logical reasoning, and thinking transformation ability in high school students. In this study, the structural equation model (SEM) was used to analyze the mediating effect, and the bootstrap method was used to test the significance of the mediating effect. The participants were 572 high school students from Beijing, China. They completed a survey that included questions on cognitive ability, personality characteristics, and psychology health. This study uses structural equation modeling for mediation analysis. Through the analysis of four models of comprehensive academic performance, Chinese academic performance, mathematics academic performance, and English academic performance, the results of the study showed that cognitive ability has a significant effect on academic performance, and personality characteristics and psychology health play a partially mediating role between cognitive ability and English academic performance. The mediation effect is about 40%.
Highlights
Research has emphasized the important role of cognitive ability in the learning process
The results show that personality characteristics plays Partial mediation effect between cognitive ability and Comprehensive academic performance [mediating effect = 0.289, SE = 0.054, p < 0.001, 95% CI = (0.578, 0.775)], while psychology health plays a role in the relationship between cognitive ability and Comprehensive academic performance, there is Partial mediation between cognitive ability and Comprehensive academic performance [mediation effect = 0.077, SE = 0.011, p < 0.001, 95% CI = (0.215, 0.423)]
The results show that personality characteristics plays Partial mediation effect between cognitive ability and Chinese academic performance [mediating effect = 0.240, SE = 0.098, p < 0.05, 95% CI = (0.616, 0.817)], while psychology health plays a role in the relationship between cognitive ability and Chinese academic performance, there is Partial mediation between cognitive ability and Chinese academic performance
Summary
Research has emphasized the important role of cognitive ability in the learning process. This study uses the personality characteristics and psychology health of high school students as mediating variables to study the influence mechanism of cognitive ability on academic performance. According to the S-C-R theoretical model established by cognitive psychological theorists, it is not the stimulus itself that affects individual behavior, but our perception of the event In this model, S (stimulus) refers to the components that can cause stimulus in the entire external world, including external events, situations, interpersonal relationships, and their own behavior; C (consciousness) refers to consciousness and experience; R (response) refers to response (Wang, 2008), students with stronger cognitive abilities will obtain more stimulus information from the outside world, and their understanding of this information will be deeper, and their judgments and responses to the outside world will be more autonomous. We propose the following hypothesis: Hypothesis 3: Psychology health mediates between cognitive ability and academic performance
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