Examining the indirect effects of kindergarteners’ executive functions on their academic achievement in the middle grades of elementary school

Nakamichi, Naoko; Nakamichi, Keito; Nakazawa, Jin

doi:10.1080/03004430.2021.1913135

Cited by 5 publications

(16 citation statements)

References 43 publications

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“…These contradicting results call for more studies using different children's ages, sample sizes, assessment methods and data analysis (Jacob & Parkinson, 2015). However, most of these assessments were done in the West and adopted laboratory-based assessments (Nakamichi et al, 2021).…”

Section: Executive Functions and Academic Achievementmentioning

confidence: 99%

Approaches to Learning in Elementary Classrooms: Contribution of Mastery Motivation and Executive Functions on Academic Achievement

Amukune¹,

Józsa²

2023

INT J INSTRUCTION

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This study examines the possible roles of mastery motivation and executive functions on academic achievement. Grade one children were selected using stratified random sampling. Teachers completed school versions of the Dimensions of Mastery Questionnaire (DMQ 18) and the Childhood Executive Functioning Inventory (CHEXI) to assess mastery motivation and executive functions, respectively. Standardized tests were used to assess academic achievement in Math, English and Kiswahili. The results indicated that mastery motivation, specifically cognitive persistence and mastery pleasure sub-scales, influence academic achievement directly and indirectly through executive functions. Furthermore, significant differences were found ranging from moderate to large effect sizes between those learners with high mastery motivation and low executive function difficulties and those with low mastery motivation and high executive function difficulties in academic achievement. Focusing on subject-specific curricular intervention alone is insufficient to enhance academic achievement and school success. Since mastery motivation and executive functions are malleable throughout life, intervention strategies to enhance them can improve approaches to learning, academic achievement and life success.

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Section: Executive Functions and Academic Achievementmentioning

confidence: 99%

Approaches to Learning in Elementary Classrooms: Contribution of Mastery Motivation and Executive Functions on Academic Achievement

Amukune¹,

Józsa²

2023

INT J INSTRUCTION

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“…We administered a group shine-rain task with reference to Nakamichi (2017;Nakamichi et al, 2021Nakamichi et al, , 2022 to measure cognitive inhibitory control. For the initial practice trial, an experimenter instructed the participants to "Circle the word describing the weather that is the opposite of the weather shown in each picture."…”

Section: Procedures and Measuresmentioning

confidence: 99%

“…Based on past research exploring correlations between EF and academic achievement (e.g., Nakamichi et al, 2021Nakamichi et al, , 2022, EF and ToM (Devine & Hughes, 2014;Ogawa & Koyasu, 2008), and ToM and academic achievement (Lecce et al, 2014;Lockl et al, 2017), we predicted paths from EF to ToM and Japanese language achievement, and from ToM to Japanese language achievement in all grade levels. We performed path analysis based on a model assuming these relationships along with between-grades cross-lagged effects for each variable (e.g., Grade 1 EF will affect Grade 3 Japanese language achievement) and correlations across the same variable.…”

Section: The Longitudinal Effects Of Ef and Tom In Japanese Language ...mentioning

confidence: 99%

“…The abovementioned studies by Nakamichi et al (2021Nakamichi et al ( , 2022 are helpful in that they offer evidence of the relation between EF and academic achievement in elementary school among Japanese children. But, there is little evidence on the topic from Eastern countries like Japan compared to countries in the West.…”

mentioning

confidence: 99%

“…We also measured language skills achievement in Grade 5 and explored how it was influenced by EF, ToM, and language skills achievement in Grades 1 and 3. Based on previous studies of the relationship of academic achievement in elementary school with EF (e.g., Nakamichi et al, 2021Nakamichi et al, , 2022 and ToM (Lecce et al, 2014;Lockl et al, 2017), we expected that both EF and ToM in Grades 1 and 3 would predict academic achievement for the same periods. The results of this study provide new evidence concerning the relation between EF and academic achievement.…”

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confidence: 99%

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Longitudinal Relations Among Executive Function, Theory of Mind, and Japanese Language Skills Achievement in Elementary School: A 4-year Longitudinal Study

Nakamichi

Nakazawa

2022

Psychol Rep

Self Cite

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This longitudinal study investigated the roles of elementary schoolers’ executive function (EF) and theory of mind (ToM) as predictors in their academic achievements in Japanese language skills (e.g., speaking and listening ability, writing ability, reading ability, and linguistic knowledge) from first through fifth grade. We assessed the EF, ToM, and academic achievements of 85 Japanese elementary schoolers, when they were grade 1 ( M = 90.19 months) and grade 3 ( M = 114.34 months). Moreover, academic achievements of same children tested in grade 5 ( M = 137.92 months). A path analysis revealed that EF abilities in Grades 1 and 3 predicted Japanese language achievement via ToM ability, and EF and ToM in Grade 1 had an indirect effect on achievements in Grades 3 and 5. Further, Japanese language skills achievement in Grade 1 predicted EF ability in Grade 3 and EF predicted achievement in Grade 5. These findings indicate the vital role of elementary schoolers’ EF on academic achievement in Japan.

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Self-regulatory abilities as predictors of scientific literacy among children in preschool and primary school years

Doshi,

Weinert,

Attig

2024

Learning and Individual Differences

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Examining the indirect effects of kindergarteners’ executive functions on their academic achievement in the middle grades of elementary school

Cited by 5 publications

References 43 publications

Approaches to Learning in Elementary Classrooms: Contribution of Mastery Motivation and Executive Functions on Academic Achievement

Approaches to Learning in Elementary Classrooms: Contribution of Mastery Motivation and Executive Functions on Academic Achievement

Longitudinal Relations Among Executive Function, Theory of Mind, and Japanese Language Skills Achievement in Elementary School: A 4-year Longitudinal Study

Self-regulatory abilities as predictors of scientific literacy among children in preschool and primary school years

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