Predicting Complex Problem Solving and school grades with working memory and ability self-concept

Abstract

In addition to established criteria such as school grades, recent educational research has emphasized the role of students' Complex Problem Solving (CPS) ability as a criterion for success in the school context and future success. The present study examined cognitive and motivational predictors of both CPS and school grades. We investigated a sample of 393 German students (235 female) in Grades 10 to 13 from the highest academic track. CPS and grade point average were applied as achievement criteria. Working memory capacity (WMC) and domain-specific ability self-concept served as predictors. In a structural equation model, CPS was equally well-explained by WMC and ability self-concept, whereas school grades were best predicted by ability self-concept. Results illustrate that the prediction of CPS with cognitive and motivational predictors differs from that of school grades as another indicator of academic achievement. We discuss the role of different achievement indicators in predicting school achievement.