Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6

Research has shown that cognitive flexibility plays a critical role in students' learning and academic achievement. However, the unique contribution of cognitive flexibility to academic achievement across schooling is not fully understood. Thus, this study tested whether cognitive flexibility e...

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Bibliographic Details
Published in:Child neuropsychology 2020-10, Vol.26 (7), p.934-952
Main Authors: Magalhães, Sofia, Carneiro, Luísa, Limpo, Teresa, Filipe, Marisa
Format: Article
Language:English
Subjects:
academic achievements
academic outcomes
Academic Success
Adolescent
Child
Child, Preschool
cognitive flexibility
Comprehension
Educational Status
Executive Function - physiology
Executive functions
Female
Humans
Intelligence
Literacy
Male
Mathematics
Memory, Short-Term - physiology
Students - psychology
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Summary:Research has shown that cognitive flexibility plays a critical role in students' learning and academic achievement. However, the unique contribution of cognitive flexibility to academic achievement across schooling is not fully understood. Thus, this study tested whether cognitive flexibility explained a significant amount of variance in academic achievement (i.e., literacy and mathematics outcomes) across Grades 2, 4, and 6, above and beyond fluid intelligence, inhibitory control, working memory, attention, and planning. The sample included 243 second graders, 284 fourth graders, and 203 sixth graders. For Grades 4 and 6, we found that better performance on the flexibility score was associated with better academic outcomes after controlling for fluid intelligence, attention, inhibitory control, working memory, and planning. This effect was not observed for Grade 2. Our findings showed that cognitive flexibility is a key component for school achievement, particularly for older students.
ISSN:0929-7049
1744-4136
DOI:10.1080/09297049.2020.1740188