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
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.firstname.lastname@example.org, Raquel.email@example.com, Pablo.firstname.lastname@example.org).
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.