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Practical Methodology of Cognitive Tasks Within a Navigational Assessment

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Non-Cognitive Predictors: Evidence and Implications for Academic Achievement and Cognitive Processing.

Lazar Stankov¹, Jihyun Lee²

¹School of Psychology, The University of Sydney, Camperdown, NSW 2050, Australia.

Journal of Intelligence

|October 28, 2025

Summary

Predicting academic achievement is complex. While personality traits show low predictability, self-belief measures like self-efficacy and confidence, alongside socio-economic status, are crucial for student success.

Keywords:

big five personality confidence self-beliefs self-efficacy social/emotional skills socio-economic status (SES)test anxiety

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Area of Science:

Educational Psychology
Academic Achievement Research
Non-cognitive Variables in Education

Background:

Traditional predictors of academic achievement, such as personality measures (e.g., Big Five), demonstrate limited predictive power.
Large-scale surveys like Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) corroborate the low predictability of many non-cognitive indices.
Recent research highlights the significance of Social and Emotional Skills in educational contexts.

Purpose of the Study:

To review recent findings on the role of non-cognitive variables in predicting academic achievement.
To identify key psychological factors beyond traditional measures that influence student success.
To synthesize evidence regarding the predictive validity of various non-cognitive constructs.

Main Methods:

Literature review of recent studies on non-cognitive variables and academic achievement.
Analysis of findings from large-scale international educational surveys (TIMSS, PISA).
Examination of research utilizing measures of Social and Emotional Skills and self-belief constructs.

Main Results:

Personality measures (e.g., Big Five) exhibit low predictability for academic achievement.
Socio-economic status remains a significant predictor of academic success.
Psychological measures of self-beliefs, including self-efficacy, test anxiety, and confidence, are crucial predictors.

Conclusions:

Non-cognitive variables, particularly self-belief measures, play a vital role in predicting academic achievement.
Effective prediction of academic success requires considering a combination of socio-economic status and specific psychological self-belief constructs.
Future research should focus on leveraging these crucial psychological factors for educational interventions.