Abstract—The present study examined the predictive effects
of gender, intellectual ability, self-concept, motivation, learning
strategies, popularity and parent involvement on academic
achievement. Hiearchical regression analysis were performed
with six steps in which each variable was included, among a
sample of 1398 high school students (mean age = 12.5; standard
deviation = .67) of eight education centers from the province of
Alicante (Spain). The results revealed significant predictive
effects of all of the variables, explaining 59.1% of the total
variance.
Index Terms—Academic achievement, cognitive variables,
motivational variables, contextual variables.
The authors are with the Department of Developmental Psychology and
Didactics, Faculty of Education, University of Alicante, Spain (e-mail:
Alejandro.veas@ua.es, Raquel.gilar@ua.es, Pablo.m@ua.es).
Cite: Alejandro Veas, Raquel Gilar, and Pablo Miñano, "The Influence of Gender, Intellectual Ability, Academic Self-Concept, Self-Regulation, Learning Strategies, Popularity and Parent Involvement in Early Adolescence," International Journal of Information and Education Technology vol. 6, no. 8, pp. 591-597, 2016.