Article2018

Testing longitudinal associations between executive function and academic achievement.

140 citations0/0 files storedDevelopmental Psychology

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Early Childhood Education and Development Cognitive Abilities and Testing Developmental and Educational Neuropsychology

Abstract

= 6,040) from the Early Childhood Longitudinal Study-Kindergarten, 2010-2011 (ECLS-K:2011) cohort, we estimated a series of latent growth curve models with structured residuals to test the between and within-person associations between 2 dimensions of EF (working memory, cognitive flexibility) and 2 domains of academic achievement (math, reading). Whereas between-person associations between EF and achievement were large (φ = .55-.91), the within-person associations were small (βs = -.10-.25). Within-person effects of earlier reading achievement on later EF skills was the most consistent finding. Results were unchanged when analyses were repeated using the subset of children who were eligible for free and reduced-price lunch, a proxy for low socioeconomic households. Results are discussed with respect to interest in improving EF skills as a means for facilitating school outcomes. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

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References

1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 2001Econometric Analysis of Cross Section and Panel Data 2006Skill Formation and the Economics of Investing in Disadvantaged Children 2004The Structure of Working Memory From 4 to 15 Years of Age.2005Latent Curve Models 2006The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children 2010Socioeconomic status and the brain: mechanistic insights from human and animal research 2011Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample

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