Cognitive ability, personality, and academic performance in adolescence
Leeson, P., Ciarrochi, J. & Heaven, PC. (2008). Cognitive ability, personality, and academic performance in adolescence. Personality and Individual Differences,45(7), 630-635. United Kingdom: Pergamon. Retrieved from https://doi.org/10.1016/j.paid.2008.07.006
Does positive thinking predict variance in school grades over and above that predicted by cognitive ability? Six hundred and thirty nine high school students participated in a three-year longitudinal study that predicted grades using cognitive ability and three positive thinking variables – self-esteem, hope, and attributional style. Hope, positive attributional style and cognitive ability predicted higher grades, whilst self-esteem was a less consistent predictor of academic performance. Structural equation modelling revealed significant paths from cognitive ability, gender, and a second order positive thinking factor to grades. The results suggest that intelligence, gender, and positive thinking each play a unique role in predicting academic performance in youth. Some suggestions for further research are made.
Institute for Positive Psychology and Education
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