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Goodrich, J. Marc; Koziol, Natalie A.; Yoon, HyeonJin; Leiva, Sergio – Journal of Educational Psychology, 2022
Despite much research examining whether bilingual individuals demonstrate superior executive function (EF) skills compared to monolinguals, the purported bilingual advantage remains controversial. One potential reason for discrepant findings across studies examining the bilingual advantage is the difficulty in matching monolingual and bilingual…
Descriptors: Bilingualism, Executive Function, Surveys, Children
Executive Function, Learning-Related Behaviors, and Science Growth from Kindergarten to Fourth Grade
Anthony, Christopher J.; Ogg, Julia – Journal of Educational Psychology, 2020
Recent research has indicated that science-based achievement gaps open early in children's educational careers and are explained largely by malleable factors. Two potentially important variables to consider include children's executive function (EF) and learning-related behaviors exhibited in the classroom. These variables have been identified as…
Descriptors: Executive Function, Child Behavior, Learning, Science Achievement
Miller-Cotto, Dana; Byrnes, James P. – Journal of Educational Psychology, 2020
Although studies have demonstrated a relationship between working memory and achievement in math and reading, it is still unclear why working memory might be related to these abilities. In the present article, we examined the viability of several possible theories in 2 separate analyses of math and reading. In each case, we contrasted the…
Descriptors: Short Term Memory, Mathematics Achievement, Reading Achievement, Correlation
Sorhagen, Nicole S. – Journal of Educational Psychology, 2013
This research used prospective longitudinal data to examine the associations between first-grade teachers' over- and underestimation of their students' math abilities, basic reading abilities, and language skills and the students' high school academic performance, with special attention to the subject area and moderating effects of student…
Descriptors: Elementary School Teachers, Grade 1, Longitudinal Studies, Teacher Expectations of Students