Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10

Area of Science:

• Developmental Psychology
• Educational Psychology
• Cognitive Neuroscience

Background:

• Executive functions (EF) are crucial for academic success.
• Understanding EF heterogeneity is key for tailored educational interventions.
• Previous research often overlooks within-grade variations in EF.

Purpose of the Study:

• To identify distinct executive functioning profiles in students across different school grades.
• To examine the relationships between these EF profiles and academic achievement (reading comprehension, math).
• To investigate the interplay of EF profiles with cognitive skills like fluid intelligence and processing speed.

Main Methods:

• Latent profile analysis was used to identify EF profiles in 450 students (Grades 2, 6, 10).
• Participants completed 11 executive tasks assessing inhibition, cognitive flexibility, and working memory.
• Fluid intelligence, processing speed, problem-solving, and reading comprehension were also assessed.

Main Results:

• Three distinct executive functioning profiles were identified within and between grades.
• These profiles showed differential associations with reading comprehension and mathematical achievement.
• EF profiles interacted with fluid intelligence and processing speed to predict academic outcomes.

Conclusions:

• Executive functioning is not monolithic; distinct profiles exist within student populations.
• These EF profiles are linked to academic performance, offering targets for intervention.
• Educational strategies should consider individual EF profiles for enhanced learning outcomes.