Keywords
calificaciones; memoria de trabajo; inteligencia fluida; diferencias de sexo
How to Cite
Abstract
The objective of this article is to analyze the predictive role of individual differences in working memory capacity and fluid intelligence in the average marks at the end of the first year of primary school. We applied cognitive test to 132 students from three Costa Rican public preschools, and subsequently, we requested the marks at the end of their first school year. Because some studies have reported sex differences in academic performance, we conducted factorial and structural invariance tests. These tests indicated statistical equivalence of the measures between boys and girls. A structural equation model was specified assuming factorial and structural invariance between sex, and it showed that: a) individual differences in working memory capacity, but not in fluid intelligence, predicted marks in the first school year; b) Working memory capacity predicted fluid intelligence; and c) Mathematics and Spanish subjects share variance that could be associated with the process of symbol decoding. Thus, the findings of this study identified some early cognitive precursors of early school performance. Furthermore, the study shows equivalence in the variation of these abilities by sex.
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