Abstract This study explored relations between academic performance, cognition, cognitive self-evaluation and self-representation. We examined 408 participants, from 10 to 16 years, by a cognitive battery addressed to several reasoning domains (mathematical, causal, spatial, and social reasoning), self-evaluation of performance in each reasoning domain, and domain-specific and general cognitive self-representation. School grades in mathematics, science, and language indexed academic performance. Reasoning highly predicted school performance in primary and secondary school. Self-representations and self-evaluations were highly related to cognitive performance in secondary but not in primary school. Self-representation significantly predicted academic performance if used alone in the model; it is completely absorbed by cognitive ability, when used together. Self-evaluation predicted school performance additionally to cognitive ability in secondary but not in primary school. Effects of SES on academic performance were both direct and indirect, mediated by cognitive ability. The implications for cognitive developmental theory and educational implications are discussed.

中文翻译：

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认知能力、认知自我意识和学校表现：从童年到青春期

摘要 本研究探讨了学业成绩、认知、认知自我评价和自我表现之间的关系。我们通过针对多个推理领域（数学、因果、空间和社会推理）的认知电池、每个推理领域的表现自我评估以及特定领域和一般认知自我检查了 408 名参与者，年龄从 10 岁到 16 岁不等。 -表示。学校在数学、科学和语言方面的成绩与学业成绩挂钩。推理高度预测小学和中学的学校表现。自我陈述和自我评价与中学的认知表现高度相关，但与小学无关。如果在模型中单独使用，自我代表可以显着预测学业成绩；它完全被认知能力吸收，一起使用时。自我评估除了预测中学的认知能力外，还预测了学校的表现，但不是小学的。SES 对学业成绩的影响既有直接的，也有间接的，由认知能力介导。讨论了对认知发展理论和教育意义的影响。