Executive Functioning Predicts Academic Achievement in Middle School: A Four-Year Longitudinal Study

Autor/inn/en	Samuels, William Ellery; Tournaki, Nelly; Blackman, Sheldon; Zilinski, Christopher
Titel	Executive Functioning Predicts Academic Achievement in Middle School: A Four-Year Longitudinal Study
Quelle	In: Journal of Educational Research, 109 (2016) 5, S.478-490 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.979913
Schlagwörter	Executive Function; Academic Achievement; Longitudinal Studies; Middle School Students; Disadvantaged; Urban Schools; Charter Schools; Scores; Language Arts; Spanish; Grade Point Average; Mathematics Achievement; Science Achievement; Correlation; Teaching Assistants; Gender Differences; Poverty; Measures (Individuals); Individualized Education Programs; Intervention; Prediction; Statistical Analysis; Adolescent Development; New York + Suchen Sie Ihr Suchwort? Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Sprachkultur; Spanisch; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Geschlechterkonflikt; Armut; Messdaten; Individualized education program; Individualisierendes Lernen; Vorhersage; Statistische Analyse
Abstract	Executive functioning (EF) is a strong predictor of children's and adolescents' academic performance. Although research indicates that EF can increase during childhood and adolescence, few studies have tracked the effect of EF on academic performance throughout the middle school grades. EF was measured at the end of Grades 6-9 through 21 teachers' and 22 teacher assistants' assessments of 322 adolescents from disadvantaged backgrounds who attended an urban, chartered middle/high school. Assessment of EF was done through the completion of the Behavior Rating Inventory of Executive Function (BRIEF). BRIEF global executive composite scores (GEC) predicted both current and future English/language arts, mathematics, science, social studies, and Spanish annual grade point averages (GPAs). The effect of BRIEF GEC scores often overshadowed the effects of gender, poverty, and having an individual education plan; the other, non-BRIEF-related effects retained slightly more impact among teacher assistant-derived data than teacher-derived data. The strong relationships between BRIEF GEC scores and these GPAs also remained constant over these 4 years: There was little evidence that EF changed over the measured grades or that the relationship between EF and grades itself regularly changed. The findings indicate that EF scores during early middle grades can well predict academic performance in subsequent secondary-school grades. Although methodological constraints may have impeded the abilities of other factors (i.e., poverty) to be significantly related to GPAs, the effects of EF were strong and robust enough to prompt us to recommend its use to guide long-term, academic interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01