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Non-cognitive Factors as Mediators of the Effects of Cognitive Skills on Academic Performance in African American Secondary Students

Faculty #76
Discipline: Social, Behavioral & Economic Sciences
Subcategory: STEM Science and Mathematics Education
- Virginia State University
Co-Author(s): Brittany Watkins and Alicia Cooper , Virginia State University , Petersburg, VA



The purpose of this research study is to investigate non-cognitive factors (academic efficacy, avoiding novelty, self-handicapping, and self-presentation) as mediators of the relationship among cognitive skills (processing speed, working memory, and auditory processing) and academic performance in African American secondary students. Results from the causal model suggest that these non-cognitive variables do mediate the effects of cognitive skills on academic performance in this population. The relevance of these findings to the development of effective intervention programs is discussed.

Funder Acknowledgement(s): NSF Grant HRD-1533563

Faculty Advisor: None Listed,

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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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