Research Information System
British Educational Research Journal, vol.50, no.5, pp.2342-2362, 2024 (SSCI, Scopus)
While the individual roles of general cognitive ability and motivation in predicting academic achievement are well established, how they interact with one another and the extent of their combined effect on students' learning outcomes leave much to be explained. The present study investigates the relationships among general cognitive ability, selected motivational constructs (i.e., academic self-efficacy, academic self-concept, self-esteem and student engagement) and academic achievement within a structural model. A total of 346 (M = 52%, F = 48%; Mage = 12.98 ± 0.98) middle school students completed Primary Abilities Test 6–8, Myself as A Learner Scale, Academic Self-Efficacy Scale, School Short-Form of the Coopersmith Self-Esteem Inventory and Student Engagement Scale. Path analysis revealed that general cognitive ability had a direct effect on academic achievement and significant indirect effects on academic achievement through academic self-efficacy, as well as on student engagement through both academic self-efficacy and academic self-concept. Moreover, academic self-efficacy had significant direct effects on both academic achievement and student engagement. Additionally, self-esteem and academic self-concept had significant direct effects on student engagement, as well as indirect effects on both academic achievement and student engagement through academic self-efficacy. The present study contributes to the understanding of dynamics between cognitive and motivational variables in shaping academic achievement and provides valuable insights for educators and policymakers to develop effective pedagogical designs and strategies for improving student learning outcomes.