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Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

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  • Alberto Quílez-Robres

    (Department of Educational Sciences, Faculty of Humanities and Educational Sciences, University of Zaragoza, 50001 Zaragoza, Spain)

  • Nieves Moyano

    (Department of Psychology and Evolutionary Education, Faculty of Humanities and Educational Sciences, University of Jaén, 23009 Jaén, Spain)

  • Alejandra Cortés-Pascual

    (Department of Education Sciences, Faculty of Education, University of Zaragoza, 50001 Zaragoza, Spain)

Abstract

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

Suggested Citation

  • Alberto Quílez-Robres & Nieves Moyano & Alejandra Cortés-Pascual, 2021. "Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children," IJERPH, MDPI, vol. 18(13), pages 1-15, June.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:13:p:6681-:d:579250
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    References listed on IDEAS

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    1. Nieves Moyano & Alberto Quílez-Robres & Alejandra Cortés Pascual, 2020. "Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity," Sustainability, MDPI, vol. 12(14), pages 1-14, July.
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    Cited by:

    1. Schulz-Zhecheva, Y. & Voelkle, M.C. & Biscaldi, M. & Beauducel, A. & Klein, C., 2024. "On the relationships between processing speed, intra-subject variability, working memory, and fluid intelligence – A cross-sectional study," Intelligence, Elsevier, vol. 105(C).

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