In this article, existing research investigating how school performance relates to cognitive, self-awareness, language, and personality processes is reviewed. We outline the architecture of the mind, involving a general factor, g, that underlies distinct mental processes (i.e., executive, reasoning, language, cognizance, and personality processes). From preschool to adolescence, g shifts from executive to reasoning and cognizance processes; personality also changes, consolidating in adolescence. There are three major trends in the existing literature: (a) All processes are highly predictive of school achievement if measured alone, each accounting for ∼20% of its variance; (b) when measured together, cognitive processes (executive functions and representational awareness in preschool and fluid intelligence after late primary school) dominate as predictors (over ∼50%), drastically absorbing self-concepts and personality dispositions that drop to ∼3%–5%; and (c) predictive power changes according to the processes forming g at successive levels: attention control and representational awareness in preschool (∼85%); fluid intelligence, language, and working memory in primary school (∼53%); fluid intelligence, language, self-evaluation, and school-specific self-concepts in secondary school (∼70%). Stability and plasticity of personality emerge as predictors in secondary school. A theory of educational priorities is proposed, arguing that (a) executive and awareness processes; (b) information management; and (c) reasoning, self-evaluation, and flexibility in knowledge building must dominate in preschool, primary, and secondary school, respectively.

中文翻译：

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从学前班到中学的学校表现的认知和性格预测因素：一个总体模型。

在这篇文章中，回顾了调查学校表现如何与认知、自我意识、语言和人格过程相关的现有研究。我们概述了思维的结构，涉及一个一般因素g，它是不同心理过程（即执行、推理、语言、认知和人格过程）的基础。从学龄前到青春期，g从执行过程转向推理和认知过程；性格也会改变，在青春期巩固。现有文献中存在三个主要趋势：(a) 如果单独测量，所有过程都对学业成绩具有高度预测性，每个过程占其方差的 ~20%；(b) 当一起测量时，认知过程（学前班的执行功能和表征意识以及小学后期的流动智力）作为预测因素占主导地位（超过～50%），大幅吸收自我概念和人格倾向，下降到～3%- 5%；(c) 预测能力根据在连续水平上形成 g 的过程而变化：学龄前儿童的注意力控制和表征意识 (~85%)；小学阶段的流体智力、语言和工作记忆（~53%）；流体智力，语言，中学的自我评价和学校特定的自我概念 (~70%)。人格的稳定性和可塑性成为中学的预测因素。提出了教育优先理论，认为 (a) 执行和意识过程；(b) 信息管理；(c) 推理、自我评估和知识构建的灵活性必须分别在学前班、小学和中学中占主导地位。