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The Role of the Executive Functions in School Achievement at the End of Grade 1

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Title: The Role of the Executive Functions in School Achievement at the End of Grade 1
Language: English
Authors: Monette, Sebastien, Bigras, Marc, Guay, Marie-Claude
Source: Journal of Experimental Child Psychology. Jun 2011 109(2):158-173.
Availability: 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
Peer Reviewed: Y
Physical Description: PDF
Page Count: 16
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 1
Descriptors: School Readiness, Academic Achievement, Inhibition, Short Term Memory, Mathematics Skills, Writing Skills, Grade 1, Cognitive Processes, Role, Measures (Individuals), Kindergarten, Reading Skills, Aggression, Psychological Patterns
DOI: 10.1016/j.jecp.2011.01.008
ISSN: 0022-0965
Abstract: 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.)
Abstractor: As Provided
Entry Date: 2011
Accession Number: EJ916943
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Monette%2C+Sebastien%22">Monette, Sebastien</searchLink><br /><searchLink fieldCode="AR" term="%22Bigras%2C+Marc%22">Bigras, Marc</searchLink><br /><searchLink fieldCode="AR" term="%22Guay%2C+Marie-Claude%22">Guay, Marie-Claude</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Experimental+Child+Psychology%22"><i>Journal of Experimental Child Psychology</i></searchLink>. Jun 2011 109(2):158-173.
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  Data: 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
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1016/j.jecp.2011.01.008
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  Data: 0022-0965
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  Label: Abstract
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  Data: 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.)
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      – Text: English
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      – SubjectFull: Inhibition
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