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ERIC Number: EJ916943
Record Type: Journal
Publication Date: 2011-Jun
Pages: 16
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0965
The Role of the Executive Functions in School Achievement at the End of Grade 1
Monette, Sebastien; Bigras, Marc; Guay, Marie-Claude
Journal of Experimental Child Psychology, v109 n2 p158-173 Jun 2011
The aim of this study was to determine the role of executive functions (EFs) in early school achievement when a variety of potential confounding factors were controlled. Measures of EF (inhibition, flexibility, and working memory) and school readiness were administered to a sample of 85 kindergartners (39 boys and 46 girls, 5-6 years old). School achievement was then assessed at the end of Grade 1. Results show math and reading/writing skills at the end of Grade 1 to be associated with kindergarten EFs. Only working memory contributed uniquely to the variance in school achievement after all covariates (preacademic abilities, affective variables, and family variables) were controlled and, even then, only with respect to math skills. On the other hand, working memory and inhibition had an indirect effect on reading/writing skills via anger-aggression. EF implication in school achievement is discussed in terms of task demands and child age. (Contains 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A