Abstract
The aim of the present study was to assess the predictive capacity of several of the most relevant cognitive skills in the academic field that were evaluated using Differential and General Skills Battery(BADyG-E2r). Particular attention was focused on the variables that need to be overcome regarding the curricular objectives related to pass/fail grading as evaluated by the teachers in the instrumental disciplines of Mathematics and Language. The psychometric battery was applied to the 3rd year students in primary education (a total of 512 students) at 4 public schools that were randomly selected in the province of Alicante (Spain). A follow-up of their academic evolution was under taken until the end of primary education. The obtained results show that high scores in Verbal Reasoning, Numerical Reasoning, and Verbal Syllogisms positively and significantly predict academic success at the end of primary education in the subjects of Language and Mathematics.
Highlights
Throughout primary education, some students have difficulty achieving the curricular objectives which are expected during their academic year
The data permitted the creation of logistic regression models that make it possible to carry out correct estimations regarding the probability of not repeating a course and to overcome the two instrumental subjects (Language and Mathematics), based on the scores in cognitive maturity in the different cognitive skills that were evaluated
For the evaluation in the 3rd year of primary education using the Differential and General Skills Battery (BADYG)-E2r, the proposed model allows a correct estimation of 88.8% of cases in Verbal Reasoning, 90.2% in Numerical Reasoning, 88.0% in Spatial Reasoning, 88.4% in Verbal Syllogisms, 87.8% in Numerical Syllogisms, 87.4% in Spatial Syllogisms, 88.0% in Discrimination of Differences, 90.8% in Logical Reasoning, 91.2% in General Intelligence, and 90.6% in Intelligence Quotient (IQ) for the total sample
Summary
Throughout primary education, some students have difficulty achieving the curricular objectives which are expected during their academic year. Verbal skills are considered the best predictor of general academic performance, followed by numerical skills, numerical reasoning, and spatial skills (Burnet & Lane, 1980; Cassidy, Roche, Colbert, Stewart, & Grey, 2016; Cooper & Reagan, 1982; Hawes, Moss, Caswell, & Poliszczuk, 2015; Prior, Bavin, & Ong, 2010; Smith, 1964). This skill hierarchy is modified in the event of predicting performance for specific academic areas, such as Navarro Soria et al Psicologia: Reflexão e Crítica
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