Learning cognition, attitude, and academic performance: The mediation role of executive ability

Xiaohua Li¹, Fuqiang Li^2,*, Wenjin Li³
1 Student Affairs Office, Nanjing University of Posts and Telecommunications, Nanjing, China
2 School of Philosophy, Nanjing University, Nanjing, China
3 School of Sociology, Soochow University, Suzhou, China
* Corresponding Author: Fuqiang Li. Email: email

Journal of Psychology in Africa https://doi.org/10.32604/jpa.2026.079470

Received 21 January 2026; Accepted 19 May 2026; Published online 24 July 2026

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Abstract

This study investigated how learning cognition influences college students’ academic performance, focusing on the mediating role of learning attitude and the sequential mediating role of executive ability and learning attitude. Data were from the Tsinghua University’s “Chinese College Students Learning and Development Tracking Study” project (N = 766; 41.37% female; mean age = 20 years, SD = 1.2 years). Results from panel data analysis showed that learning cognition was associated with higher academic performance. Learning attitude positively mediated this relationship. Moreover, learning attitude and executive ability served as positive sequential mediators linking learning cognition to academic performance. These findings add to self-regulation theory by demonstrating that executive ability serves as a key behavioral mechanism translating cognition and attitude into academic outcomes. Based on these findings, student development support services should promote initiatives for integrated development of cognition, attitude, and willpower in the learning process.