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Relationship between interference control and working memory with academic performance in high school students: The
Marie-Maude Dubuc1, Mylène Aubertin-Leheudre2, Antony D Karelis2
1Department of Biology, Université du Québec à Montréal, Montreal, H3C 3P8, Canada.
Journal of Adolescence
|March 18, 2020
Summary
Cognitive control, including interference control and working memory, did not predict academic performance in high school students. Gender differences in grades were not explained by these cognitive measures.
Area of Science:
- Cognitive psychology
- Educational psychology
- Developmental neuroscience
Background:
- Academic performance is influenced by various cognitive factors.
- Understanding the interplay between cognitive control, working memory, and academic success is crucial for educational interventions.
- Gender disparities in academic achievement warrant investigation into underlying cognitive mechanisms.
Purpose of the Study:
- To investigate the longitudinal relationship between interference control and working memory and academic performance in high school students.
- To examine potential gender differences in cognitive control, working memory, and academic achievement.
- To determine if cognitive control and working memory predict academic performance over a three-year period.
Main Methods:
- A 3-year prospective study involving 187 French-Canadian students (grades 7-9).
- Assessment of interference control (Flanker task) and working memory (N-back task) annually.
- Measurement of academic performance including grades in science, mathematics, language, and overall average.
Main Results:
- Female students achieved significantly higher grades than male students in overall average, science, and language at years 1 and 3.
- No significant gender differences were observed in interference control or working memory measures.
- The relationship between cognitive control and academic performance varied by gender.
- Neither interference control nor working memory emerged as primary predictors of academic performance for either gender.
Conclusions:
- Cognitive control measures, specifically interference control and working memory, did not explain gender differences in academic performance.
- Interference control and working memory showed weak associations with academic performance.
- These cognitive measures demonstrated a limited ability to predict academic performance variations over the 3-year study period.
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