ArticleJournal of Intelligence2025
Cognitive Abilities and School Achievement: Addressing Challenges Across Adolescence.
Article in Journal of Intelligence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Locus of control and sense of coherence as predictors of academic achievement among medical and nursing students: a cross-sectional study.BMC medical education · 2026Article
- The impact of teacher support on high school students' mathematics achievement: the mediating roles of mathematics anxiety and learning engagement.BMC psychology · 2026Article
- Academic Achievement in Language and Mathematics: The Role of Cognitive Abilities and Academic Self-Concept Across the Third Cycle and Secondary Education.Journal of Intelligence · 2026Article
- Predicting students' performance on geometric problem-solving tasks: the roles of cognitive reflection, fluid intelligence, and mathematical beliefs.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
backgroundThe school curriculum is increasingly aligned with real-world contexts and transversal skills. Simultaneously, conceptions of intelligence now emphasize contextual, motivational, and emotional dimensions. These shifts raise questions about the relevance of classical intelligence tests in predicting academic achievement, particularly during adolescence, a time of major curricular and developmental changes.
methodsTwo independent samples of students, sixth-ninth grades (
resultsSubtest scores were higher in advanced grades, particularly in early adolescence. The correlations between cognitive subtests and academic achievement suggested that alignment between test item content and curriculum subjects is more influential than cognitive processes. Subtest scores explained a larger proportion of variance in academic achievement in basic education than in secondary education.
conclusionsCurricular changes may reduce reliance on classical cognitive abilities for academic achievement, though correlations remain significant. More integrated cognitive skills are emphasized as the curriculum aims to prepare students for understanding complexity, adapting to societal changes, and applying knowledge to respond effectively to challenges in and outside of school.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.