Executive function deficits in kindergarten predict repeated academic difficulties across elementary school

Morgan, Paul L.; Farkas, George; Wang, Yangyang; Hillemeier, Marianne M.; Oh, Yoonkyung; Maczuga, Steve

doi:10.1016/j.ecresq.2018.06.009

Cited by 92 publications

(65 citation statements)

References 97 publications

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“…Thus, the results of our study (EF contributes to all AA measures) suggest an additional contribution to the limited information available on EF and AA in adolescents, pointing in the same direction as the findings for younger students. The results are in line with those of other authors, suggesting that EF is domain-general and required in various academic skills [ 22 , 27 , 43 , 74 , 76 ]. However, this does not allow us to reject the idea that EF is domain-specific, and that each EF component is related differentially to AA [ 78 ], given that, in the analysis performed, we did not consider the distinct components of EF separately.…”

Section: Discussionsupporting

confidence: 92%

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Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender

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Bestué

2021

IJERPH

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There is a growing interest in determining which variables contribute to students’ academic performance, since this performance is associated with their wellbeing and with the progress of the nation. This study analyzed whether different variables (executive functions and physical activity levels, gender and academic year) of 177 Spanish Compulsory Secondary School students contributed to their academic performance. The Behavior Rating Inventory of Executive Function 2 (BRIEF-2), Physical Activity Questionnaire for Adolescents (PAQ-A) and an ad hoc questionnaire were used to determine the students’ executive functioning, physical activity level, gender and academic year, respectively. Students’ grades were considered to be indicators of their academic achievement. Seven multiple linear regression models were constructed using the R computing language to examine the association between academic achievement (considered in each of the 5 subjects: Language, Mathematics, Geography and History, English and Physical Education; the mean of the instrumental subjects—Language and Mathematics—and the mean of all the subjects) and the independent variables. The results indicated that executive functions, physical activity and gender contributed to academic performance, but academic year did not. This suggests that students with good executive functions, who perform physical activity and are female, would have better academic achievement. This information should be considered when designing interventions to improve student academic achievement.

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Section: Discussionsupporting

confidence: 92%

“…Given that EF includes the ability to direct one’s attention and behavior towards meeting a goal, these functions are necessary to carry out most academic tasks [ 76 ]. Therefore, regardless of the specific class that the student is in, academic work implies high demands for the student’s EF.…”

Section: Discussionmentioning

confidence: 99%

Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender

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Bestué

2021

IJERPH

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“…Executive function skills are considered beneficial for learning (e.g. McClelland et al, 2014;Morgan et al, 2019), although there is controversy over the extent of this advantage in bilinguals (de Bruin, Treccani, & Della Sala, 2015;Donnelly, Brooks, & Homer, 2019).…”

Section: Research Highlightsmentioning

confidence: 99%

Off to a good start: Early Spanish‐language processing efficiency supports Spanish‐ and English‐language outcomes at 4½ years in sequential bilinguals

Marchman

Bermúdez

Bang

et al. 2020

Developmental Science

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Many Latino children in the U.S. speak primarily Spanish at home with few opportunities for exposure to English before entering school. For monolingual children, the strongest early predictor of later school success is oral language skill developed before kindergarten. Less is known about how early oral language skills support later learning in sequential bilingual children. A question with wide-reaching significance is whether skill in a child's first language (L1) supports later learning in a second language (L2). In this longitudinal study of sequential Spanish-English bilinguals, we assessed oral language skills in Spanish at 2 years through parent reports of vocabulary size and children's real-time language processing efficiency (Accuracy, RT) in the 'looking-while-listening' (LWL) task. At 4½ years, we assessed language outcomes in both Spanish and English using standardized tests. Reported relative exposure to each language was significantly correlated with language outcomes in Spanish and English. Within-language relations were observed between Spanish vocabulary size and processing efficiency at 2 years and later Spanish-language outcomes. Critically, across-language relations were also observed: Children with stronger Spanishlanguage processing efficiency at 2 years had stronger English-language skills at 4½ years, controlling for socioeconomic status and exposure to English. Children's early language processing efficiency in Spanish is associated with stronger real-time information processing skills that support maintenance of Spanish and learning in English when these children enter school. These results support the recommendation that primarily Spanish-speaking families should engage in activities that promote children's Spanish-language skills while also seeking opportunities for children to be exposed to English. K E Y W O R D S language processing efficiency, pre-kindergarten outcomes, sequential bilinguals, Spanish-English bilinguals, vocabulary size How to cite this article: Marchman VA, Bermúdez VN, Bang JY, Fernald A. Off to a good start: Early Spanish-language processing efficiency supports Spanish-and English-language outcomes at 4½ years in sequential bilinguals. Dev Sci.

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“…Overall, the existing literature has documented the important contributions of EF components, inhibition and working memory, to academic achievement and lent support to the findings that individuals with deficits in EF are at risk for academic difficulties or lack of study success in school (Morgan et al, 2019).…”

Section: Introductionmentioning

confidence: 75%

Executive Function and Academic Performance Among Taiwanese Students in Higher Education: A Correlational Study

Hung¹

2020

International Conference on Education

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The purpose of this study was to investigate the associations between EF components (i.e., working memory and inhibition) and academic performance among Taiwanese students in higher education. Participants were 54 students from an educational psychology course at a private university in central Taiwan. Their EF was measured by the Adult Executive Functioning Inventory (ADEXI) and academic performance was measured by three scores: midterm exam score, final exam score and total score. Pearson's correlational coefficient was computed to assess the correlations between EF components and academic performance in the current sample. Statistical significance for data analysis was set at p < .05. No significant correlations were found between the subscale of working memory and midterm scores (r = .045, p = .749), final exam scores (r = .129, p = .351) and total scores (r = .092, p = .509). Similarly, the associations of the subscale of inhibition with midterm scores (r =-.200, p = .148), final exam scores (r =-.225, p = .102) and total scores (r =-.222, p = .107) were not statistically pronounced. Although significant associations between the components of EF and academic performance in our sample were not observed, several explanations for the findings and implications for future research were provided.

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Executive function deficits in kindergarten predict repeated academic difficulties across elementary school

Cited by 92 publications

References 97 publications

Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender

Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender

Off to a good start: Early Spanish‐language processing efficiency supports Spanish‐ and English‐language outcomes at 4½ years in sequential bilinguals

Executive Function and Academic Performance Among Taiwanese Students in Higher Education: A Correlational Study

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