"Modeling showed that the most powerful single predictor of school performance was scientific reasoning. In general, in the comprehensive model, attention added little to the predictive validity indicated by scientific reasoning. The effect of attention was mainly indirect, scientific reasoning being the mediator. However, results showed that students who belonged to the high attention group possessed higher scientific reasoning scores and school grades when compared to their counterparts possessing lower attention levels. In other words, exceptional high level attention measured in simple prolonged working task seems to facilitate attainment of high-level scientific reasoning and school achievement."
