Reading comprehension, attributional styles, cognitive and self-regulation strategies and logical-mathematical intelligence: Predictors of overall academic achievement and achievement in the subject of Spanish language in students from schools with high l

Abstract

The main objective of this study was to examine the differences and quantify the effect of

the addition of the above-mentioned variables to an explanatory model for academic performance.

For this purpose, comparative analysis, bivariate correlation and stepwise multiple

regression models were used. The results showed that 34.9% of the variance of students’

grade point average in the subject of Spanish Language could be explained by the variables

that were added to the model. The positive effect of reading comprehension, achievement

attributed to effort, and the self-regulation strategy of revision stood out in this model. At

the same time, a negative effect was found for older age and attributing achievement to

external causes. In addition, the explanatory model introduced in this article showed greater

predictive power for the female group; notably the variable critical comprehension also had

a positive effect for the female group. Finally, the main educational implications for these

findings are analyzed and discussed in this paper.