The contribution of executive functioning to academic achievement among male adolescents.
Recent factor analytic work suggests that the dimensions of conceptual flexibility, monitoring, and inhibition are distinguishable under the executive functioning (EF) umbrella. We examine relations between these constructs and performances on academic achievement tests among a sample of 11-16-year-old males (N = 151). EF contributed to the prediction of all academic domains beyond general intellectual functioning in distinct ways: Conceptual flexibility predicted reading and science, monitoring predicted reading and social studies, and inhibition predicted mathematics and science. These findings suggest that demands related to specific academic domains access different cognitive abilities and have implications for both intervention and research science.
Latzman
Robert D
RD
Department of Psychiatry & Human Behavior, University of Mississippi Medical Center, Jackson, MS 39216, USA. rlatzman@psychiatry.umsmed.edu
Elkovitch
Natasha
N
Young
John
J
Clark
Lee Anna
LA
D000124:Achievement; D000293:Adolescent; D041923:Adolescent Development; D002648:Child; D002657:Child Development; D003210:Concept Formation / Q000502:physiology; D056344:Executive Function / Q000502:physiology*; D006801:Humans; D007266:Inhibition, Psychological; D007361:Intelligence Tests; D008297:Male; D008433:Mathematics; D009483:Neuropsychological Tests; D011932:Reading