The present study aimed to assess the structural relationship of intellectual skills, verbal information and attitude toward science with science achievement among 8th graders. The sample consisted of 700 student (350 male students and 350 girl students) from all 8th graders students in Tehran. The data were collected through a researcher-made test assessing intellectual skills-verbal Information and Aiken’s science attitude. Review of the complex relationship between the components related to intellectual skills (Discrimination Learning, Concept Learning, Rule Learning, Problem Solving) suggested that they had the prerequisite relationships with each other and attitude of students toward science was significantly influenced by concepts and information learned by students. Results indicated scientific achievement was influenced by verbal information and problem solving. Students' attitude toward science did not affect in the scientific achievement. It is suggested cognitive components, intellectual skills and verbal information play an important role in academic achievement and affective and attitudinal components have a moderating influence on the learning process. More over, results suggest that in the learning process, female students frequently use the storage of the knowledge and skills and the learning process of the male students is more likely to be affected by reasoning and deductive thinking skills.

Keywords: educational goal, learning outcome, academic achievement

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