Graham Pluck1, Patricia Bravo Mancero2, Paola Alexandra Ortíz Encalada3, Angélica María Urquizo Alcívar4, Claudio E Maldonado Gavilanez5, Paola Chacon6. 1. Institute of Neurosciences, Universidad San Francisco de Quito, Diego de Robles y Vía Interoceánica, Cumbayá Quito, Ecuador. Electronic address: g.c.pluck@gmail.com. 2. Facultad de Ciencias de la Educación, Humanas y Tecnologías, Universidad Nacional de Chimborazo, Ecuador. Electronic address: pbravo@unach.edu.ec. 3. Facultad de Ciencias de la Educación, Humanas y Tecnologías, Universidad Nacional de Chimborazo, Ecuador. Electronic address: portiz@unach.edu.ec. 4. Facultad de Ciencias de la Educación, Humanas y Tecnologías, Universidad Nacional de Chimborazo, Ecuador. Electronic address: aurquizo@unach.edu.ec. 5. Facultad de Ciencias de la Educación, Humanas y Tecnologías, Universidad Nacional de Chimborazo, Ecuador. Electronic address: cmaldonado@unach.edu.ec. 6. Institute of Neurosciences, Universidad San Francisco de Quito, Diego de Robles y Vía Interoceánica, Cumbayá Quito, Ecuador. Electronic address: pchacon@estud.usfq.edu.ec.
Abstract
BACKGROUND: People vary between each other on several neurobehavioral traits, which may have implications for understanding academic achievement. METHODS: University-level Psychology or Engineering students were assessed for neurobehavioral traits, intelligence, and current psychological distress. Scores were compared with their grade point average (GPA) data. RESULTS: Factors associated with higher GPA differed markedly between groups. For Engineers, intelligence, but not neurobehavioral traits or psychological distress, was a strong correlate of grades. For Psychologists, grades were not correlated with intelligence but they were with the neurobehavioral traits of executive dysfunction, disinhibition, apathy, and positive schizotypy. However, only the latter two were associated independently of psychological distress. Additionally, higher mixed-handedness was associated with higher GPA in the combined sample. CONCLUSIONS: Neurological factors (i.e., neurobehavioral traits and intelligence), are differentially associated with university-level grades, depending on the major studied. However, mixed-handedness may prove to be a better general predictor of academic performance across disciplines.
BACKGROUND:People vary between each other on several neurobehavioral traits, which may have implications for understanding academic achievement. METHODS: University-level Psychology or Engineering students were assessed for neurobehavioral traits, intelligence, and current psychological distress. Scores were compared with their grade point average (GPA) data. RESULTS: Factors associated with higher GPA differed markedly between groups. For Engineers, intelligence, but not neurobehavioral traits or psychological distress, was a strong correlate of grades. For Psychologists, grades were not correlated with intelligence but they were with the neurobehavioral traits of executive dysfunction, disinhibition, apathy, and positive schizotypy. However, only the latter two were associated independently of psychological distress. Additionally, higher mixed-handedness was associated with higher GPA in the combined sample. CONCLUSIONS: Neurological factors (i.e., neurobehavioral traits and intelligence), are differentially associated with university-level grades, depending on the major studied. However, mixed-handedness may prove to be a better general predictor of academic performance across disciplines.