Volume 10, Issue 2 (March & April 2019)
BCN 2019, 10(2): 165-174 |
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Nesayan A, Amani M, Asadi Gandomani R. Cognitive Profile of Children and its Relationship With Academic Performance. BCN 2019; 10 (2) :165-174
URL: http://bcn.iums.ac.ir/article-1-1085-en.html
URL: http://bcn.iums.ac.ir/article-1-1085-en.html
1- Department of Psychology, Faculty of Humanities, University of Bojnord, Bojnord, North Khorasan, Iran.
Abstract:
Introduction: Cognitive abilities are necessary for successful learning. Children with different cognitive ability levels may have diverse performances. The current study aimed at investigating the cognitive profile in children and its relationship with Academic Performance.
Methods: The population of the current cross sectional study consisted of all students in Jajarm City, Iran. The subjects were selected using multi-stage cluster sampling; and 289 students aged 6 to 13 years were included in the study. Data were collected using the Rey-Osterrieth complex figure test, coding subtest from Wechsler intelligence scale and behavioral rating inventory of executive functions. The Spearman rank correlation coefficient and the Scheffe post hoc test were used for data analysis.
Results: The obtained results showed that ‘processing speed’, ‘perceptual organizational ability’, ‘monitoring’, ‘planning’, ‘working memory’, ‘initiate’, ‘emotional regulation’, ‘shifting’, and ‘inhibit ‘ were significantly correlated with Academic Performance (P<0.001).
Conclusion: There was a significant relationship between cognitive profile and Academic Performance. Thus, teachers need to consider the variable of cognitive abilities in academic success.
Methods: The population of the current cross sectional study consisted of all students in Jajarm City, Iran. The subjects were selected using multi-stage cluster sampling; and 289 students aged 6 to 13 years were included in the study. Data were collected using the Rey-Osterrieth complex figure test, coding subtest from Wechsler intelligence scale and behavioral rating inventory of executive functions. The Spearman rank correlation coefficient and the Scheffe post hoc test were used for data analysis.
Results: The obtained results showed that ‘processing speed’, ‘perceptual organizational ability’, ‘monitoring’, ‘planning’, ‘working memory’, ‘initiate’, ‘emotional regulation’, ‘shifting’, and ‘inhibit ‘ were significantly correlated with Academic Performance (P<0.001).
Conclusion: There was a significant relationship between cognitive profile and Academic Performance. Thus, teachers need to consider the variable of cognitive abilities in academic success.
Type of Study: Original |
Subject:
Cognitive Neuroscience
Received: 2017/11/30 | Accepted: 2018/04/7 | Published: 2019/03/1
Received: 2017/11/30 | Accepted: 2018/04/7 | Published: 2019/03/1
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