Introduction: Academic performance is usually generally explained by student's intelligence, although other factors such as personality and motivation also account for it. Factors associated with a more complex thought process in adolescence are also beginning to gain importance in the prediction of academic performance. Among these forms of thought are scientific, critical, and creative thinking. This paper analyses the convergence of cognitive psychological variables when accounting for academic achievement in Compulsory Secondary Education. Method: A sample of students (n = 98) attending 2nd and 4th year of secondary education in the Region of Murcia participated in this study. Participants took an intelligence test (IGF/5r) and a test of Scientific-Creative thinking (TPCC). In addition, students' achievement in all curricular domains was collected from teachers. In order to analyse the data, curricular disciplines were grouped into three main domains: scientific-mathematical, social-linguistic and artistic domains. Results: The regression analyses showed a significant complementary contribution of Scientific-creative abilities in the prediction of academic achievement in the three curricular domains, being a better predictor for the artistic domain. In the scientific-mathematical and linguistic-social domains, the predictive value of IQ--especially numerical reasoning--is more decisive than scientific-creative abilities. This analysis was conducted by dividing the sample according to students' academic year. Discussion and Conclusions: When comparing results from the two groups of students, we found that as students advance in their school years, other cognitive variables besides psychometric intelligence start to become more relevant in students' academic achievement. Some important socio-educational implications are drawn from these results.