The Role of Executive Functioning and Academic Achievement in the Academic Self-Concept of Children and Adolescents Referred for Neuropsychological Assessment
Bibliographic Data
| ID | 15715150 |
|---|---|
| Authors | Brittany A Bailey (0000-0003-2430-2938, University of Florida Health, corresponding author), Sophia K Andrzejewski (University of Florida Health), Sarah M Greif (University of Florida Health), Adrian M Svingos (0000-0001-7271-2136, University of Florida Health), Shelley C Heaton (0000-0001-5860-522X, University of Florida Health) |
| Year | 2018 |
| Volume | 5 |
| Issue | 7 |
| Pages | 83-83 |
| Publication date | 2018-06-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children (JOURNAL) |
| Journal identifiers | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children5070083 |
| PMID | 29933565 |
| OpenAlex | W2808804891 |
| Language | EN |
| Citations received | 3 |
| References cited | 32 |
The current study evaluated a model of youth academic self-concept which incorporates practical executive functioning behaviors and academic achievement. Though greater academic achievement has been linked to both positive self-concept and better executive functioning, these constructs have not been examined simultaneously. It was hypothesized that academic achievement would mediate the association between problems with executive functioning and academic self-concept such that youth with more problems with executive functioning would have lower academic achievement and, in turn, lower academic self-concept. Clinical data was analyzed from a diagnostically heterogeneous sample of youth ( n = 122) who underwent neuropsychological evaluation. Problems with executive functioning were assessed using the Behavior Rating Inventory of Executive Function. Academic achievement was assessed using the Woodcock−Johnson Tests of Achievement or Wechsler Individual Achievement Test. Academic self-concept was assessed using the youth-report version of the Behavioral Assessment System for Children. Surprisingly, findings indicate that academic achievement is not significantly associated with problems with executive functioning or academic self-concept. However, greater problems with executive functioning are associated with decreased academic self-concept. The overall model included several covariates and accounted for 10% of the variance in academic self-concept. Findings suggest that executive skills may be essential for aligning academic achievement with classroom performance. Though various child characteristic covariates were included, the model accounted for a small amount of variance suggesting that future studies should examine contributing contextual factors
Academic achievement · Achievement test · Cognition · Developmental psychology · Executive dysfunction · Executive functions · Mathematics education · Neuropsychological assessment · Neuropsychology · Psychiatry · Standardized test · Variance (accounting · Attention Deficit Hyperactivity Disorder · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Cognitive Abilities and Testing · Psychology
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Self-esteem, academic self-concept, and achievement
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| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2023 (1) |
| Highly cited | No |