Relationship between interference control and working memory with academic performance in high school students

The Adolescent Student Academic Performance longitudinal study (Asap)

Bibliographic Data

ID21443935
AuthorsM Dubuc (0000-0002-7022-7759, Université du Québec à Montréal), Mylène Aubertin‐Leheudre (0000-0002-6796-6710, Department of Exercise Science Université du Québec à Montréal Montreal H3C 3P8 Canada), Antony D Karelis (0000-0002-1336-5055, Department of Exercise Science Université du Québec à Montréal Montreal H3C 3P8 Canada, corresponding author)
Year2020
Volume80
Issue1
Pages204-213
Publication date2020-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Adolescence (JOURNAL)
Journal identifiersISSN: 0140-1971 • E-ISSN: 1095-9254
PublisherWiley (PUBLISHER • GB)
DOI10.1016/j.adolescence.2020.03.001
PMID32179310
OpenAlexW3011971970
LanguageEN
Citations received5
References cited29

INTRODUCTION: The purpose of this study was to explore the relationship between interference control and working memory with academic performance in both female and male high school students using a longitudinal design. METHODS: One hundred and eighty-seven grade seventh to ninth students (mean age: 13.1 ± 1.0 years old) from a French-Canadian high school located in Montreal, Canada, completed a 3-year prospective study. Interference control (Flanker task), working memory (N-back task) and academic performance (grades in science, mathematics, language and the overall average) were assessed every year during the 3-year study. RESULTS: Female students had significantly higher grades than male students for overall average, science and language at year 1 as well as higher grades for overall average and language at year 3 (p < 0.05). However, no differences were found between genders for any measures of interference control or working memory at year 1 and 3. Furthermore, we noted that the relations between cognitive control with our academic performance measures differ according to gender. Finally, our results showed that neither interference control nor working memory seem to be the primary predictor for any of our academic performance measures in both female and male students. CONCLUSIONS: Results of the present study indicate that cognitive control measures were not able to explain the gender differences in academic performance. Our results also show that interference control and working memory were weakly related to academic performance and that these associations had a poor ability to predict variations in academic performance during a 3-year period.

Academic achievement · Cognition · Control (management) · Developmental psychology · Longitudinal study · Ninth · Short-term memory · Task (project management) · Working memory · Cognitive Abilities and Testing · Education, Achievement, and Giftedness · Medicine · Neural and Behavioral Psychology Studies · Psychology

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