<p>Cognitive abilities, such as memory, play a fundamental role in shaping learning outcomes; however, their specific impact on academic achievement remains insufficiently explored. This study examines the effects of memory, both working and intentional, on academic performance in undergraduate students aged 18 to 25 years (<i>N</i> = 168). The psychometric instruments used include the Automated Working Memory Assessment (AWMA), the Verbal Learning (VL) Test, and the course grade average. The mean scores for the AWMA and VL tests were 29.61 and 22.58, respectively, indicating potential for improvement. The mean score of the course was 74.93. The study revealed a significant positive correlation between working and intentional memory (0.815). Both variables correlated with the level of academic performance (0.597 and 0.595, respectively). The regression analysis further demonstrated that both working memory and intentional memory significantly influence academic performance. The coefficient for AWMA was 0.276 (<i>p</i> = 0.002), and for VLT it was 0.297 (<i>p</i> = 0.002), indicating that higher scores in these cognitive functions are associated with better academic outcomes. The model explained approximately 39.2% of the variation in academic performance (R-squared = 0.392). These findings suggest practical applications in higher education, such as integrating memory training modules into academic curricula or developing interventions to enhance cognitive functions. The study contributes to the empirical understanding of the role of memory in academic achievement and opens new avenues for future research on cognitive development strategies in educational settings.</p>