Psychosocial and cognitive predictors of academic achievement among higher education students in Southern Ethiopia.

RT average (2-Back) showed a marginal effect (F = 3.90, p = .060), while the effect of Distancing did not reach statistical significance (F = 2.59, p = .120).

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Faster reaction times (indicating quicker information processing and perhaps better attentional control) were modestly associated with higher GPA, but this effect only approached significance.

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For the 2-Back task (p = 0.06), there was a trend towards significance for average reaction time (RT) with student grade point average.

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Meanwhile, performance on cognitive tasks – particularly reaction time (RT) on the Go/No-Go task – also showed a trend in the expected direction.

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Specifically, there was a trend for higher use of distancing coping to be linked to lower academic achievement (p approaching significance).

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