The influence of SES, cognitive, and non-cognitive abilities on grades: Cross-sectional and longitudinal evidence from two Swedish cohorts
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Björn Boman [1]
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[1] Stockholm University
Stockholm University
Suecia
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- Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 38, Nº 2, 2023, págs. 587-603
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This article has a correction in this same number, page 605.
It is well established that socioeconomic status, cognitive ability, and non-cognitive abilities such as self-efficacy are substantially associated with academic achievement. However, the specific relationships of these variables remain a relatively unexplored topic in regard to more recent and representative samples. The current study examined such relations by taking advantage of two cohorts (total N = 12,315) of Swedish students at the elementary (Grade 6) and lower-secondary school levels (Grade 8) in the compulsory school. The regression models showed that all three variables explained a substantial portion of grade variance, with cognitive ability having the strongest relationship, followed by non-cognitive abilities, and SES. Longitudinal associations, which accounted for previous academic achievement, showed that the three variables did still explain a substantial amount of grade variance.
