Relations between Executive Function and Academic Achievement from Ages 5 to 17 in a Large, Representative National
John R Best1, Patricia H Miller, Jack A Naglieri
1Department of Psychiatry, Washington University in Saint Louis, St. Louis, MO, USA 63110.
Learning and Individual Differences
|August 17, 2011
Summary
Complex executive functions (EF) improve through adolescence, showing a domain-general link with academic achievement in math and reading. This study tracked development from ages 5 to 17.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
- Educational Psychology
Background:
- Executive functions (EF) are crucial for cognitive control and academic success.
- Understanding the developmental trajectory of complex EF is essential for educational interventions.
- Previous research has suggested a link between EF and academic achievement, but developmental patterns require further elucidation.
Purpose of the Study:
- To examine age-related changes in complex executive function (EF) in children and adolescents.
- To investigate the relationship between complex EF and academic achievement across different age groups.
- To identify specific aspects of academic performance most associated with complex EF.
Main Methods:
- Utilized the Cognitive Assessment System (CAS) to assess complex EF in a large, representative sample (N = 2,036) aged 5 to 17.
- Examined the relationship between complex EF and academic achievement using the Woodcock-Johnson Tests of Achievement-Revised (WJ-R) on a sub-sample (N = 1,395).
- Analyzed developmental patterns in task performance, completion time, accuracy, and correlations between EF and academic measures.
Main Results:
- Performance on complex EF tasks improved steadily until at least age 15, with slowing improvement in older adolescents.
- Developmental patterns in the correlations between completion time and accuracy offered insights into cognitive development.
- Specific academic subtests were identified as being strongly related to complex EF.
- The correlation between complex EF and academic achievement showed similar developmental trends for overall math and reading achievement.
Conclusions:
- Complex executive functions demonstrate a protracted developmental course throughout childhood and adolescence.
- A domain-general relationship exists between complex executive function and academic achievement in reading and mathematics.
- Findings highlight the importance of supporting executive function development for academic success.
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