The influence of SES, cognitive, and non-cognitive abilities on grades: Cross-sectional and longitudinal evidence from two Swedish cohorts

• Björn Boman ^[1]
  1. [1] Stockholm University

     Stockholm University

     Suecia

     
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 38, Nº 2, 2023, págs. 587-603
• Idioma: inglés
• DOI: 10.1007/s10212-022-00626-9
• Texto completo no disponible (Saber más ...)
• 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.

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