Iranian Journal of Learning and Memory

Abstract Objective: The dynamics of learning and the cultivation of cognitive capacities in the process of identifying Scholastic Aptitude (SA) constitute a complex challenge within educational systems. Thus, the present study aimed to elucidate its psychometric nature, gene-environment interactions, and developmental catalysts (2000–2025). Methods: In this systematic review, a comprehensive analysis was conducted on 58 pivotal studies, which were screened and selected in accordance with the PRISMA guidelines spanning the 2000–2025 timeframe. Results: Scholastic aptitude is a multidimensional construct. Although the SAT remains the most widely administered assessment instrument, its inherent socioeconomic biases necessitate the implementation of composite evaluation methods. The trajectory of talent actualization is grounded in the gene-environment interaction model and Gagné’s Differentiated Model of Giftedness and Talent (DMGT). Consequently, innate intelligence and baseline cognitive capacities are insufficient in isolation; rather, four synergistic catalysts—intrinsic motivation, dynamic educational environments, multidimensional family support, and effort reinforcement—account for over 60% of the variance in academic success. Accordingly, a five-pillar roadmap was derived, encompassing multidimensional assessment, personalized learning trajectories, environmental enablement, continuous monitoring, and educational equity. Conclusion: Scholastic aptitude is not a unidimensional phenomenon reducible to cross-sectional test scores; rather, it emerges from the intricate interplay among working memory capacities, cognitive processing mechanisms, and an enriched learning ecosystem. Transitioning toward dynamic, composite assessments and making coordinated investments in developmental catalysts are imperative to optimize learning capacities and prevent the attrition of human capital.

Abstract This study was aimed at clarifying the position of environment and heredity in scholastic aptitude by investigating the role of family, educational, and economic factors in the scholastic aptitude of ninth-grade students. This applied study adopted a quantitative approach and a descriptive causal- comparative method in terms of data collection. The statistical population of the research included all 1,234,641 students in the ninth grade of the secondary schools in Iran in the academic year of 2020–2021. The sample size contained 11790 students selected through proportionate stratified random sampling. The data were collected using a 64-question Scholastic Aptitude Test and analyzed using descriptive statistics as well as the MANOVA using the SPSS 25 software. The research results showed that among the family factors, the mother's educational level; among the educational factors, the type of school and educational assistance classes; and among the economic factors, the family income, had a significant role in the students' scholastic aptitude (P < 0.05). Moreover, the linear combination of family factors and educational factors does not have a significant role in scholastic aptitude while the linear combination of economic factors has a significant role. In general, among family, economic, and educational factors, economic factors have a more significant role in scholastic aptitude.