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The Relation Between Executive Functions and Academic Performance in High School Students

Lynn E. Davis

出版	Northwest Missouri State University, 2012
URL	http://books.google.com.hk/books?id=Z_JBAQAACAAJ&hl=&source=gbs_api

註釋

Prior research has demonstrated that executive functions are related to academic achievement in preschool and middle school children (Blair & Razza, 2007; Espy, Kaufmann, McDiarmid, & Glisky, 1999). Research is limited, however, in adolescents. The current study will address this gap in the literature by examining the relations between executive functions and academic performance in high school students. Students ages 15-18 (M=16, approximately 50% male and majority White) were surveyed at Benton High School in St. Joseph, MO. The results of this study indicated that attention was a significant predictor of both teacher reported general academic performance and student GPA. Emotion regulation also predicted GPA, but it was not as strong of a predictor as attention. Emotion regulation did not predict general academic performance.