Research Article
Examining Cognitive Abilities and Academic Outcomes in Digital Learning Contexts of Higher Education
@INPROCEEDINGS{10.4108/eai.1-11-2025.2362888, author={Izzanil Hidayati and Abdur Rahman and Putri Sukma Deri and Hanny Rufaidah Damra and Meria Susanti and Silvia Dona Sari}, title={Examining Cognitive Abilities and Academic Outcomes in Digital Learning Contexts of Higher Education}, proceedings={Proceedings of the 4th International Conference on Psychology and Health Issues, ICoPHI 2025, 1 November 2025, Padang, West Sumatera, Indonesia}, publisher={EAI}, proceedings_a={ICOPHI}, year={2026}, month={4}, keywords={cognitive ability academic performance digital learning higher education undergraduate student}, doi={10.4108/eai.1-11-2025.2362888} }- Izzanil Hidayati
Abdur Rahman
Putri Sukma Deri
Hanny Rufaidah Damra
Meria Susanti
Silvia Dona Sari
Year: 2026
Examining Cognitive Abilities and Academic Outcomes in Digital Learning Contexts of Higher Education
ICOPHI
EAI
DOI: 10.4108/eai.1-11-2025.2362888
Abstract
The rapid expansion of digital learning in higher education has reshaped the conditions under which students engage with academic content, raising questions about the role of cognitive ability in academic success. This study aimed to examine the relationship between cognitive ability and academic performance among undergraduate students in digital learning contexts. A total of 364 undergraduate students participated in the study (61 males and 303 females). Cognitive ability was measured using a self-report cognitive ability questionnaire, while academic performance was assessed using categorized grade point average (GPA) levels. Data were analyzed using descriptive statistics, one-way analysis of variance (ANOVA), Spearman correlation analysis, and independent samples t-tests. The results indicated that cognitive ability did not differ significantly across academic performance categories and was not significantly associated with academic performance. In addition, no significant gender differences in cognitive ability were observed. These findings suggest that cognitive ability alone is insufficient to explain academic outcomes in digitally mediated higher education. Academic performance appears to be influenced by a broader interaction of learning behaviors, engagement strategies, and instructional design. The study highlights the importance of adopting holistic approaches to understanding student learning and success in contemporary digital learning environments.
