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Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample.
Open accessAbstract
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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“The difficulty of EF can be detrimental to academic performance in novel situations or when complex problem solving is necessary (Best et al., 2011).”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Best et al., 2011
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“cognitive control has been established as a determining factor of academic performance [35,36].”
From Lifestyle Habits Predict Academic Performance in High School Students: The Adolescent Student Academic Performance Longitudinal Study (ASAP) (2019) · cites this paper as [35]
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“Executive functions, inhibition in particular, have been shown to be consistently related to academic achievement [34] and therefore were considered salient to teachers.”
BackgroundSingh, A. S., Saliasi, E., van den Berg, V., Uijtdewilligen, L., de Groot, R. H. M., Jolles, J., Andersen, L. B., Bailey, R., Chang, Y.-K., Diamond, A., et al. (2019) · British Journal of Sports Medicine · doi:10.1136/bjsports-2017-098136 · Cited by 588
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Metadata
- 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.
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2011-08
- Volume
- 21
- Issue
- 4
- Pages
- 327-336
- ISSN
- 1041-6080 (ISSN-L)
- 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
- 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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