Cited by 1,294Developmental and Educational NeuropsychologyCognitive Abilities and TestingEarly Childhood Education and Development

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Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample.

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Best, John R., Miller, Patricia H., Naglieri, Jack A.·2011·Learning and Individual Differences

DOI 10.1016/j.lindif.2011.01.007PMC PMC3155246

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Abstract

This study examined age-related changes in complex executive function (EF) in a large, representative sample (N = 2,036) aged 5 to 17 using the Cognitive Assessment System (CAS; Naglieri & Das, 1997a). Relations between complex EF and academic achievement were examined on a sub-sample (N = 1,395) given the Woodcock-Johnson Tests of Achievement-Revised (Woodcock & Johnson, 1989). Performance on the three complex EF tasks improved until at least age 15, although improvement slowed with increasing age and varied some across tasks. Moreover, the different developmental patterns in the correlations between completion time and accuracy provide clues to developmental processes. Examination of individual achievement subtests clarified the specific aspects of academic performance most related to complex EF. Finally, the correlation between complex EF and academic achievement varied across ages, but the developmental pattern of the strength of these correlations was remarkably similar for overall math and reading achievement, suggesting a domain-general relation between complex EF and academic achievement.

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Kälin, S., & Roebers, C. M. (2020) · Zeitschrift für Psychologie · doi:10.1027/2151-2604/a000422 · Cited by 16
Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia
Morte-Soriano, M. R., Begeny, J. C., & Ferrer, M. S. (2020) · Journal of Learning Disabilities · doi:10.1177/0022219420981986 · Cited by 19
“For example, when developing a comprehensive support plan, understanding the level of EF impairment at home and school should be useful in best supporting the students (Best et al., 2011; Zelazo et al., 2016).”
Background
Executive functioning profiles in adolescence: Using person-centered approaches to understand heterogeneity
Chaku, N., Hoyt, L. T., & Barry, K. R. (2021) · Cognitive Development · doi:10.1016/j.cogdev.2021.101119 · Cited by 14
Intentional Self-Regulation and Executive Functions: Overlap and Uniqueness in Predicting Positive Development Among Youth in Iceland
Gestsdóttir, S., Geldhof, G. J., Birgisdóttir, F., & Andrésdóttir, J. C. (2022) · The Journal of Early Adolescence · doi:10.1177/02724316221113355 · Cited by 17
“In light of the conceptual overlap between each of the EFs and ISR as explained earlier, the finding that only working memory was clearly related to our ISR measures was not expected but is nevertheless consistent with a large literature demonstrating the importance of working memory for various developmental outcomes…”
BackgroundResultInfluential
The effect of mindfulness-based intervention on neurobehavioural functioning and its association with white-matter microstructural changes in preterm young adolescents
Siffredi, V., Liverani, M. C., Ville, D. V. D., Freitas, L. G. A., Tolsa, C. B., Hüppi, P. S., & Leuchter, R. H. (2023) · Scientific Reports · doi:10.1038/s41598-023-29205-8 · Cited by 15
Trans-ancestry meta-analysis of genome wide association studies of inhibitory control
Arnatkevičiūtė, A., Lemire, M., Morrison, C. L., Mooney, M. A., Ryabinin, P., Roslin, N. M., Nikolas, M. A., Coxon, J. P., Tiego, J., Hawi, Z., et al. (2023) · Molecular Psychiatry · doi:10.1038/s41380-023-02187-9 · Cited by 13
“Whereas EFs are linked to a range of positive outcomes such as educational attainment [2], quality of life [3, 4], fewer behavioural problems [5], and general health-related behaviours [6], impairments in these cognitive processes are associated with risk for several psychiatric and…”
Conceptualisation of learning to learn competence and the challenges of implementation: The Estonian experience
Kikas, E., Eisenschmidt, E., & Granström, M. (2023) · European Journal of Education · doi:10.1111/ejed.12571 · Cited by 16
Program of arithmetic improvement by means of cognitive enhancement: An intervention in children with special educational needs
Deaño, M. D., Alfonso, S., & Das, J. P. (2015) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2014.12.032 · Cited by 12
The link between executive functions and literacy: introduction
Filipe, M. G., Castro, S. L., & Limpo, T. (2020) · Reading and Writing · doi:10.1007/s11145-020-10037-1 · Cited by 12
Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011)
Rhinehart, L. V., Iyer, S. N., & Haager, D. (2021) · Journal of Emotional and Behavioral Disorders · doi:10.1177/10634266211039757 · Cited by 17
“Given the strong association between EF skills and reading and math skills (Best et al., 2011; Morgan, Farkas, Wang, et al., 2019), students with ADHD are at increased risk of academic struggle.”
Background
Mother's Happiness with Cognitive - Executive Functions and Facial Emotional Recognition in School Children with Down Syndrome.
Malmir, M., Seifenaraghi, M., Farhud, D. D., Afrooz, G. A., & Khanahmadi, M. (2015) · PubMed Central · Cited by 12
The Timing of Executive Function Development is Associated with Growth in Math Achievement from Preschool through Second GradePreprint
Ahmed, S. F., Montroy, J. J., Skibbe, L. E., Bowles, R. P., & Morrison, F. J. (2022) · PsyArXiv (OSF Preprints) · doi:10.1016/j.learninstruc.2022.101713 · Cited by 16
Teacher Ratings of Executive Function Difficulties in Finnish Children with Combined and Predominantly Inattentive Symptoms of ADHD
Klenberg, L., Hokkanen, L., Lahti-Nuuttila, P., & Närhi, V. (2017) · Applied Neuropsychology: Child · doi:10.1080/21622965.2016.1177531 · Cited by 11
How Stable Is Early Academic Performance? Using Cluster Analysis to Classify Low Achievement and EF
Woods, A. D., Ahmed, S. F., Katz, B., & Morrison, F. J. (2019) · Journal of Learning Disabilities · doi:10.1177/0022219419881632 · Cited by 14
RELATIONSHIP BETWEEN INHIBITION CONTROL FACTORS, SUCCESSFUL TRAINING AND HEALTH OF STUDENTS IN THE CONDITIONS OF STRESS LOADS OF THE EDUCATIONAL PROCESS
Разумникова, О. М., & Владимировна, А. Н. (2019) · Экология человека · doi:10.33396/1728-0869-2019-12-46-52 · Cited by 11
The link between executive function, socio‐emotional functioning and health‐related quality of life in children and adolescents with mild to moderate chronic kidney disease
Alhamed, ‏. A., Toly, V. B., Hooper, S. R., & Dell, K. M. (2021) · Child Care Health and Development · doi:10.1111/cch.12946 · Cited by 13
Young children spontaneously invent three different types of associative tool use behaviour
Reindl, E., Tennie, C., Apperly, I. A., Lugosi, Z., & Beck, S. R. (2022) · Evolutionary Human Sciences · doi:10.1017/ehs.2022.4 · Cited by 11
“As inhibitory control, working memory and attention shifting are themselves still developing during childhood and beyond (Best et al., 2009, 2011; Garon et al., 2008), executive function could indeed be a critical developmental bottleneck contributing to the difficulty of ATU for children (for a…”
Background
Socioeconomic status, internalizing and externalizing behaviors, and executive function in adolescence: A longitudinal study with multiple informants
Sutin, A. R., Sesker, A. A., Stéphan, Y., & Terracciano, A. (2022) · Psychiatry Research · doi:10.1016/j.psychres.2022.114585 · Cited by 11
The importance of executive functioning for social skills in college students: a relative weights analysis
Hilton, D. C., Canu, W. H., & Jarrett, M. A. (2022) · Journal of American College Health · doi:10.1080/07448481.2022.2109038 · Cited by 18
“16 Deficits in EF are central to several psychological conditions that are associated with poor social functioning, including attention-deficit/hyperactivity disorder (ADHD), 17 learning disorders (LD), 18 autism, 19 depression, 20 anxiety, 21 and schizophrenia.”
Bilingualism, Culture, and Executive Functions: Is There a Relationship?
Xie, W., Altarriba, J., & Ng, B. C. (2022) · Languages · doi:10.3390/languages7040247 · Cited by 13
“Moreover, they are also found to predict theory of mind in developing children (Sabbagh et al. 2006) and have significant implications for an individual’s personal, social, and academic development (Best et al. 2011).”
Background
The factorial structure of executive functions in preschool and elementary school children and relations with intelligence
Grobe, S. E., Könen, T., David, C., Grüneisen, L., Dörrenbächer‐Ulrich, L., Perels, F., & Karbach, J. (2024) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2024.106014 · Cited by 13
Enhancing executive functions in children: a comprehensive review of interventions via digital technologies and future directions
Gkora, V., & Drigas, A. S. (2024) · Scientific Electronic Archives · doi:10.36560/17520241974 · Cited by 16
Effects of acute exercise on executive function in children with and without neurodevelopmental disorders
Soga, K., Kamijo, K., & Masaki, H. (2016) · The Journal of Physical Fitness and Sports Medicine · doi:10.7600/jpfsm.5.57 · Cited by 13
Child Distributive Behavior and Inhibitory Control in a Private Context
Reis, R. M. A., & Sampaio, L. R. (2019) · Paidéia (Ribeirão Preto) · doi:10.1590/1982-4327e2933 · Cited by 15
“…regarding age (Cragg & Nation, 2008; Lemes & Rossini, 2014), demonstrating that inhibitory capacity gradually increases over human development (Best et al., 2011) in function of the maturation process of the prefrontal cortex and of social consequences, which may be reinforcing or punitive…”
BackgroundResult
Children’s Involvement in Different Sport Types Differentiates Their Motor Competence but Not Their Executive Functions
Spanou, M., Stavrou, N. A. M., Δανιά, Α., & Venetsanou, F. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19095646 · Cited by 13
“Due to the importance of EFs for school readiness [5], academic achievement [6], and mental health [7], a growing body of literature has increasingly focused on environmental factors that may improve (or inhibit) the development of those significant cognitive processes [5,8].”
Background
The developmental impact of sex chromosome trisomies on emerging executive functions in young children: Evidence from neurocognitive tests and daily life skills
Kuiper, K. C., Swaab, H., Tartaglia, N. R., Buggenhout, G. V., Wouters, C., & van Rijn, S. (2022) · Genes Brain & Behavior · doi:10.1111/gbb.12811 · Cited by 10
Sex differences on the relation among gross motor competence, cognition, and academic achievement in children
Fernández‐Sánchez, A., Redondo‐Tébar, A., Sánchez‐López, M., Visier‐Alfonso, M. E., Muñoz‐Rodríguez, J. R., & Martínez‐Vizcaíno, V. (2022) · Scandinavian Journal of Psychology · doi:10.1111/sjop.12827 · Cited by 14
Priors, Progressions, and Predictions in Science Learning: Theory-Based Bayesian Models of Children’s Revising Beliefs of Water Displacement
Colantonio, J. A., Bascandziev, I., Theobald, M., Brod, G., & Bonawitz, E. B. (2022) · IEEE Transactions on Cognitive and Developmental Systems · doi:10.1109/tcds.2022.3220963 · Cited by 16
“This is important to do because executive function skills are considered to be especially relevant to learning in academic contexts [61], [62], [63], [64], [65].”
Background
The Role of Peers’ Executive Function and Classroom Quality in Preschoolers’ School Readiness
Korucu, I., Paes, T. M., Costello, L., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2023) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2023.101532 · Cited by 13
Association between prenatal and current exposure to selected LCPUFAs and school performance at age 7
van der Wurff, I. S. M., Bakker, E. C., Hornstra, G., Kirschner, P. A., Gielen, M., Godschalk, R., Kremers, S., Zeegers, M. P., & de Groot, R. H. M. (2016) · Prostaglandins Leukotrienes and Essential Fatty Acids · doi:10.1016/j.plefa.2016.03.005 · Cited by 11
How Parental Support During Homework Contributes to Helpless Behaviors Among Struggling Readers
Orkin, M., May, S. C., & Wolf, M. (2017) · Reading Psychology · doi:10.1080/02702711.2017.1299822 · Cited by 16
Memoria de trabajo y aprendizaje
González-Nieves, S., Morales, F. H. F., & Duarte, J. E. (2016) · Saber ciencia y libertad · doi:10.22525/sabcliber.2016v11n2.161176 · Cited by 21
Concepciones de niños y niñas sobre la inteligencia ¿Qué papel se otorga a las funciones ejecutivas y a la autorregulación?
Muñoz, M. P., & Filippetti, V. A. (2019) · Propósitos y Representaciones · doi:10.20511/pyr2019.v7n2.281 · Cited by 11

Authors: Best, J. R., Miller, P. H., & Naglieri, J. A.
Affiliations: Washington University in St. Louis (US)
San Francisco State University (US)
George Mason University (US)
Corresponding author: Best, John R.
ORCID: Best, John R.
Naglieri, Jack A.
Venue: Learning and Individual Differences
Publisher: Elsevier BV
Published: 2011-08
Volume: 21
Issue: 4
Pages: 327-336
ISSN: 1041-6080 (ISSN-L)
DOI: 10.1016/j.lindif.2011.01.007
PMC: PMC3155246
OpenAlex: W2062718236
Cited by: 1,294
References: 86
Citations by year: 2026: 79 · 2025: 99 · 2024: 88 · 2023: 109 · 2022: 147 · 2021: 132 · 2020: 127 · 2019: 110 · 2018: 110 · 2017: 77 · 2016: 77 · 2015: 60 · 2014: 40 · 2013: 25 · 2012: 13
FWCI: 32.37
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Learning and Individual Differences (publishedVersion)
PubMed (publishedVersion)
PubMed Central (acceptedVersion)
Funders: National Institute of Diabetes and Digestive and Kidney Diseases (R01DK070922, R01DK060692)
Topics: Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Social Sciences › Education › Early Childhood Education and Development
Keywords: executive function, academic performance, cognitive development, age-related changes, cognitive assessment, mathematics achievement, reading achievement, domain-general cognition, children and adolescents

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Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample.

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