Cognitive Ability and Self-Control’s Influence on High School Students’ Comprehensive Academic Performance

• DOI: 10.3389/fpsyg.2021.783673
• Publication Date: 2021-12-10T04:44:33Z
• Authors: Yueqi Shi; Shaowei Qu
• Keywords: self-control; cognitive ability; 4. Education; 05 social sciences; comprehensive academic performance; Psychology; 0501 psychology and cognitive sciences; interactive influence; hierarchical linear model; General Psychology; BF1-990

This study uses a hierarchical linear model (HLM) to examine the effects of cognitive ability and self-control on comprehensive academic performance among students in high school Beijing. The included 572 participating students, including 291 boys 281 girls, ranging age from 16 18 years old. In this study, individual level students' abilities are used as first-level variables, memory (MA), information processing (IPA), representation (RA), logical reasoning (LRA), thinking transformation (TCA). Consider at class second-level variable. research results show that five have significant positive impact performance. Self-control plays an active role regulating relationship between RA, LRA, TCA,