Working memory and divergent thinking as predictors of academic achievement: exploratory study

Abstract

This study explored the relationship between working memory, divergent thinking and academic achievement. The aim was to determine which variable (working memory or divergent thinking) better predicts academic outcomes within the context of Johannesburg, South Africa. In addition to this, the study explored the relationship of gender, types of schooling (public and private) as well as socioeconomic status with the aforementioned variables. Participants were 65 school learners across three schools (2 public and 1 private). Participants included were English first and second-language speakers, all however being educated in English. Results showed that (1) divergent thinking had a greater impact on academic achievement than working memory, it was found that as divergent thinking abilities increased academic achievement scores decreased; (2) no significant relationship between working memory and academic achievement was found; (3) gender had an influence on academic achievement, in favour of females; and (4) socioeconomic status and academic achievement were negatively correlated. The researcher then split the sample into two groups, one being participants from public schools and the other being participants from private schools. When split it was found that (1) divergent thinking significantly correlated with academic achievement in the private school; (2) socioeconomic status had a significant relationship with working memory in the government schools; and (3) gender had a significant relationship within the private schooling system with working memory and academic achievement. The findings provide a theoretical contribution in understanding the relationship between these variables and thereby potentially impacting on how academic achievement is understood.