The effect of cognitive ability on academic achievement: The mediating role of self-discipline and the moderating role of planning.

In this study, 572 secondary school students aged 15-18 years old stage were selected to study the effect of their cognitive ability and self-discipline and planning on academic achievement. Cognitive ability was classified into memory ability, representational ability, information processing ability, logical reasoning ability, and thinking conversion ability, and analyzed the effects of these five ability values on academic achievement. The mediating effect of self-discipline ability between cognitive ability and academic achievement was analyzed using structural equation modeling (SEM), and the moderating role of planning in the mediating effect was analyzed using planning as a moderating variable. The results showed that cognitive ability can have a significant positive effect on academic achievement, while self-discipline plays a partially mediating role between cognitive ability and academic achievement, and the moderating effect of Planning is significant in the second half of the mediating effect, i.e., the effect of self-discipline on academic achievement changes as the level of planning increases, and the mediating effect is stronger in the condition of higher planning, and the mediating model with moderating effect holds.

Analysis of the effect of cognitive ability on academic achievement: Moderating role of self-monitoring.

In this study, cognitive ability was classified into memory ability, representational ability, information processing ability, logical reasoning ability, and thinking conversion ability, and analyzed the effects of these five ability values on academic achievement. Structural equation modeling (SEM) was used to analyze the moderating effect of Self-monitoring between cognitive ability and Academic Achievement, using students' Self-monitoring as moderating variables. The results of the study showed that cognitive ability can significantly and positively affect academic achievement, while Self-monitoring can significantly moderate the effect of cognitive ability on academic performance, with a significant moderating effect on math subjects and English subjects among achievement subjects, and the higher the value of cognitive ability, the stronger the moderating effect.

The Effect of Risk Prevention Ability on Entrepreneurial Performance of Chinese College Students: Moderating Effect of Team Management Ability.

Improving the performance and success rate of college students' new ventures has attracted increasing attention globally. In this study, a questionnaire survey was conducted among 1500 college students who were directly involved in entrepreneurial activities in 23 provinces in China. The study explores the effects of team management and risk prevention abilities on college students' entrepreneurial performance. The results show that risk prevention ability significantly increases university students' entrepreneurial performance (e.g., profit and loss status, capital flow, and staff flow). Team management ability enhances these entrepreneurial indicators to varying degrees, with a "threshold" effect of its impact on entrepreneurial performance. With a continued increase in team management ability, the effect of risk prevention ability on entrepreneurial performance becomes increasingly more significant. Specifically, when team management ability reaches a medium level and above, risk prevention ability significantly improves capital flow and staff stability; and when team management ability reaches a high level, risk prevention ability significantly improves enterprise profitability indicators.

Cognition and Academic Performance: Mediating Role of Personality Characteristics and Psychology Health.

This study uses personality and psychology health characteristics of high school students as intermediary variables to study how cognitive ability affects academic performance, and analyzes memory, information processing, presentation, logical reasoning, and thinking transformation ability in high school students. In this study, the structural equation model (SEM) was used to analyze the mediating effect, and the bootstrap method was used to test the significance of the mediating effect. The participants were 572 high school students from Beijing, China. They completed a survey that included questions on cognitive ability, personality characteristics, and psychology health. This study uses structural equation modeling for mediation analysis. Through the analysis of four models of comprehensive academic performance, Chinese academic performance, mathematics academic performance, and English academic performance, the results of the study showed that cognitive ability has a significant effect on academic performance, and personality characteristics and psychology health play a partially mediating role between cognitive ability and English academic performance. The mediation effect is about 40%.

Cognitive Ability and Self-Control's Influence on High School Students' Comprehensive Academic Performance.

This study uses a hierarchical linear model (HLM) to examine the effects of cognitive ability and self-control on comprehensive academic performance among students in a high school in Beijing. The study included 572 participating students, including 291 boys and 281 girls, ranging in age from 16 to 18 years old. In this study, the individual level of students' cognitive abilities are used as the first-level variables, including memory ability (MA), information processing ability (IPA), representation ability (RA), logical reasoning ability (LRA), and thinking transformation ability (TCA). Consider self-control at the class level as the second-level variable. The research results show that the five cognitive abilities have a significant positive impact on comprehensive academic performance. Self-control plays an active role in regulating the relationship between RA, LRA, TCA, and comprehensive academic performance.