Studying Latin in secondary education is still widespread in Europe and believed to result in cognitive benefits, even beyond the linguistic domain. In this study we explored the relation between such study and later academic achievement in higher education (N = 1,898). First, we demonstrated that Latin students exhibit increased levels of study achievement in higher education, particularly in study programs other than those covering science, technology, engineering, and mathematics (STEM). Second, we explored where the instruction of Latin was a significant predictor in models of academic achievement, explaining incremental variance over 21 other cognitive, attitudinal, and demographic variables. Latin instruction was included as a variable in the prediction models in 42% of the programs (mainly in the non‐STEM ones), but the incremental predictive validity was substantial only in the linguistic programs. Our results highlight how the study of Latin can be a valuable predictor of academic achievement in other study fields.

中文翻译：

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在中等教育中学习拉丁语可以预测学术高等教育的学习成绩吗？

在欧洲，中等教育中学习拉丁语仍然很普遍，人们相信这会带来认知上的好处，甚至超出了语言领域。在这项研究中，我们探讨了此类研究与后来的高等教育学业成就之间的关系（氮= 1,898）。首先，我们证明拉丁裔学生在高等教育中表现出较高的学习成绩水平，尤其是在科学、技术、工程和数学 (STEM) 以外的学习项目中。其次，我们探讨了拉丁语教学在学术成就模型中的重要预测因素，解释了 21 个其他认知、态度和人口统计变量的增量差异。 42% 的项目（主要是非 STEM 项目）将拉丁语教学作为变量纳入预测模型，但增量预测有效性仅在语言项目中才显着。我们的结果凸显了拉丁语研究如何成为其他研究领域学术成就的有价值的预测指标。