The Relationship Between Cognitive and Non-Cognitive Indicators of Readiness to Learn with Academic Performance

Aim. To determine cognitive and non-cognitive indicators of readiness for school, which are predictors of academic success at the stage of primary general education.

Methodology. The results of the study of psychological readiness for learning and indicators of academic performance in primary school are compared. Factor analysis is used to determine the structure of school readiness, the contribution of cognitive and non-cognitive factors to school success. Sample composition: primary school students (N = 222; 6–7 years old), primary school teachers (N = 9). Diagnostic methods: "Progressive matrices" by J. Raven (series "A"), "Visual-motor gestalt test" by L. Bender, "Exclusion of subjects", "Establishing the sequence of events", "Retelling the text", "Assessment of school motivation of primary school students" by N. G. Luskanova, "Methodology for studying socio-psychological adaptation to school" by

1. M. Alexandrovskaya.

Results. The indicators of the child's mental development that have the greatest impact on academic performance are determined: the level of development of nonverbal and conceptual thinking, the formation of visual-spatial perception and graphomotor skills, activity, arbitrariness of behavior, the ability to self-regulation in intellectual activity. It is established that in relation to the forecast of academic performance, the teacher's assessment of children's readiness for learning is no less accurate than the data of a screening psychodiagnostic examination. Cognitive and metacognitive factors of school readiness reveal close links with academic performance. Non-cognitive factors, presumably, affect the process of socialization, the emotional well-being of the child at school. Of particular importance for school success are such systemic personality characteristics as activity and arbitrariness.

Research implications. The identification of school-relevant indicators of readiness for learning complements the idea of general patterns in predicting academic success at different stages of education. A comprehensive analysis of various aspects of readiness for learning using multidimensional methods of mathematical statistics allowed us to determine the system of cognitive qualities and personal characteristics of a child necessary for primary school education, to assess the contribution of cognitive, metacognitive and non-cognitive factors of readiness for learning to school success.

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