Executive functions are important for academic achievement, but emotional intelligence too DOI Creative Commons
Georgina Perpiñà Martí, Francesc Sidera,

Fernando Senar Morera

et al.

Scandinavian Journal of Psychology, Journal Year: 2023, Volume and Issue: 64(4), P. 470 - 478

Published: Feb. 26, 2023

Finding predictors of academic achievement has caught the interest many educational researchers in last decades. Two variables that have received considerable attention are emotional intelligence (EI) and executive functions (EF). However, only a few studies considered their influence primary school stage. The aim this study is to identify which EI components specific EF most related explore if these relationships vary among subjects. sample comprised 180 students between 8-11 years old. We administered BarOn Inventory, tasks tests mathematic linguistic competences. results showed better performance than EI. Inhibition working memory were associated with while adaptability emerged as dimension linked it. This suggests should be consciously developed classrooms.

Language: Английский

The Role of Parent Educational Attainment in Parenting and Children’s Development DOI
Pamela Davis‐Kean, Lauren A. Tighe, Nicholas E. Waters

et al.

Current Directions in Psychological Science, Journal Year: 2021, Volume and Issue: 30(2), P. 186 - 192

Published: April 1, 2021

Socioeconomic status (SES)—indexed via parent educational attainment, occupation, and family income—is a powerful predictor of children’s developmental outcomes. Variations in these resources predict large academic disparities among children from different socioeconomic backgrounds that persist over the years schooling, perpetuating inequalities across generations. In this article, we provide an overview model has guided our approach to studying influences, focusing particularly on attainment. Parents’ attainment typically drives their occupations income is often used interchangeably with SES research. We posit provides foundation supports success indirectly through parents’ beliefs about expectations for children, as well cognitive stimulation parents outside home environment. then expand consider intergenerational contributions dynamic transactions within families are important considerations informing potential avenues intervention.

Language: Английский

Citations

143
The neurodevelopment of executive function skills: Implications for academic achievement gaps. DOI
Philip David Zelazo, Stephanie M. Carlson

Psychology & Neuroscience, Journal Year: 2020, Volume and Issue: 13(3), P. 273 - 298

Published: Sept. 1, 2020

Language: Английский

Citations

127
An Integrated Model of Regulation for Applied Settings DOI
Rebecca Bailey, Stephanie M. Jones

Clinical Child and Family Psychology Review, Journal Year: 2019, Volume and Issue: 22(1), P. 2 - 23

Published: Feb. 19, 2019

Language: Английский

Citations

100
Pathways from socioeconomic status to early academic achievement: The role of specific executive functions DOI
Nicholas E. Waters, Sammy F. Ahmed, Sandra Tang

et al.

Early Childhood Research Quarterly, Journal Year: 2020, Volume and Issue: 54, P. 321 - 331

Published: Nov. 11, 2020

Language: Английский

Citations

81
The relationship between cognitive flexibility and mathematical performance in children: A meta-analysis DOI
Alanny Nunes de Santana, Antônio Roazzi, Alena Pimentel Mello Cabral Nobre

et al.

Trends in Neuroscience and Education, Journal Year: 2022, Volume and Issue: 28, P. 100179 - 100179

Published: April 30, 2022

Language: Английский

Citations

41
Positive Parenting and Early Childhood Cognition: A Systematic Review and Meta-Analysis of Randomized Controlled Trials DOI Creative Commons
Heather Prime, Krysta Andrews, Alexandra Markwell

et al.

Clinical Child and Family Psychology Review, Journal Year: 2023, Volume and Issue: 26(2), P. 362 - 400

Published: Feb. 2, 2023

Abstract This review examines the effectiveness of positive parenting interventions aimed at improving sensitivity, responsiveness, and/or non-harsh discipline on children’s early cognitive skills, in four meta-analyses addressing general mental abilities, language, executive functioning, and pre-academics. The objectives are to assess magnitude intervention identify moderators effectiveness. We include randomized controlled trials targeting improve cognition children < 6 years. Studies that with neurodevelopmental hearing disorders were excluded. MEDLINE, PsycINFO, ERIC, ProQuest Dissertations & Theses (October 2021) citation chaining identified relevant records. Five reviewers completed screening/assessments, extraction, risk bias. Pooled analysis Comprehensive Meta-Analysis (Version 3) used random effects modeling, moderation via Q- statistics meta-regression. Positive led significant improvements abilities ( g = 0.46, N 5746; k 33) language 0.25, 6428; 30). Effect sizes smaller nonsignificant for functioning 0.07, 3628; 14) pre-academics 0.16, 2365; 7). Robust emerged cognition. For cognition, studies higher bias scores yielded larger effects. younger had effect sizes. mitigated selection detection bias, though greater transparency reporting is needed. Interventions promote parental language. examining needed examine Trial registration Systematic PROSPERO registration. CRD42020222143

Language: Английский

Citations

34
The role of strategic learning skills in the dropout from sport in adolescence DOI Creative Commons
Carla Consoni

Psychology Society & Education, Journal Year: 2025, Volume and Issue: 17(1), P. 41 - 50

Published: Jan. 31, 2025

Abandonment from sports activities is a significant and increasing process in adolescence, with several negative involvements at multiple levels, such as the acquisition of an unhealthy lifestyle. The decision dropping out sporting activity may be linked to sport non-sport aspects various domains. Interestingly, search personal skills related dropout rates that are operative performance other settings different (such school) still understudied. This study examined association between types quitting strategic learning affective-motivational cognitive-metacognitive dimensions. These skills, learned school context, functional academic careers, sports, wider fields life. Sampling included 2,391 Italian Spanish upper secondary students aged 14-18 years. They filled two self-assessment questionnaires regarding workout routines strategies. assumption was explored using descriptive research method. results revealed definitive not-definitive rates. have crucial influence on making young people’s physical exercise maintenance last time reduce risk maladaptive behavior areas An early these starting soon children enter school, would allow people invest their own health immediately.

Language: Английский

Citations

1
The effects of an unfamiliar experimenter on proactive and reactive control in children DOI Creative Commons
Aurélien Frick, Clément Belletier, Wee Boon Tan

et al.

Scientific Reports, Journal Year: 2025, Volume and Issue: 15(1)

Published: Feb. 18, 2025

Cognitive control development across childhood is critical for later academic achievement. Despite recent advances in the comprehension of how context influences cognitive development, no study has ever addressed whether one most frequent contextual features children's lives (i.e., presence another person) impacts engagement. Here, 123 Chinese children aged 5 and 9 years-old performed, either an experimenter or alone, AX-CPT, a task assessing reactive proactive control. We found that were overall negatively affected by terms latencies but not accuracy. Further, when analysing trial types separately, we observed this effect mainly concerned trials requiring to engage more was greater younger than older children. These results indicate direct social factors such as unfamiliar seem modulate performance. Future research should continue examine these effects light numerous existing theories order unravel what are mechanisms childhood.

Language: Английский

Citations

1
Executive functioning rating scales: Ecologically valid or construct invalid? DOI Creative Commons
Elia F. Soto, Michael Kofler, Leah J. Singh

et al.

Neuropsychology, Journal Year: 2020, Volume and Issue: 34(6), P. 605 - 619

Published: July 30, 2020

Executive functions are commonly measured using rating scales and performance tests. However, replicated evidence indicates weak/nonsignificant cross-method associations that suggest divergent rather than convergent validity. The current study is the first to investigate relative concurrent predictive validities of executive function tests ratings (a) multiple gold-standard tests, (b) standardized completed by informants, (c) both performance-based ratings-based assessment academic achievement-a key functional outcome with strong theoretical links function.

Language: Английский

Citations

70
Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer DOI Creative Commons

Catherine Gunzenhauser,

Matthias Nückles

Frontiers in Psychology, Journal Year: 2021, Volume and Issue: 12

Published: May 24, 2021

The aim of training executive functions is usually to improve the ability attain real-life goals such as academic achievement, that is, far transfer. Although many function trainings are successful in improving functions, transfer more difficult achieve (cf. Diamond and Lee, 2011; Sala Gobet, 2020). In this perspective article, we focus on performance. First, disentangle possible sources problems. We argue can facilitate performance via two specific pathways, namely learning-related behaviors cognitions. Further, discuss how domain-specific factors (e.g., task-specific demands prior knowledge) may influence application learning domain. Second, school setting be used enhance with approaches facilitating achievement. Specifically, suggest a means most promising young students, for whom both behavioral cognitive formal schooling quite novel challenges. Furthermore, outline students could supported trained by being informed relevance these skills having them practice under authentic conditions. Moreover, order promote ongoing effects beyond short-term interventions, teachers should equipped consider components might support students' acquisition particular subject matter.

Language: Английский

Citations

44