Executive functions and science achievement during the five-to-seven-year shift

Abstract

Executive functions (EF) are domain-general cognitive skills that predict school success. However, less is known about the relation between EFs and science achievement. The present study examined the bidirectional associations between science achievement and children’s cognitive flexibility, inhibitory control, and working memory in a nationally representative sample of children in the United States (N = 18,166). Using cross-lagged panel modeling, results revealed significant bidirectional associations between EF and science: Kindergarten (Mage = 6.1 years) EF predicted first grade (Mage = 7.1 years) science achievement (Bs = .08–.12), and kindergarten science achievement predicted first grade EF (Bs = .10–.23). Promoting early science competencies may be an effective way to enhance domain-general cognitive skills.

Executive functions and science achievement during the five-to-seven-year shift.

“…The overall model demonstrated good model fit (χ 2 (69) = 508.5, CFI = .99; TLI = .97; SRMR = .043; RMSEA = .019). A previous version of this study, which proposed a traditional CLPM, was preregistered at osf.io/snrce (Kim et al, 2019); we deviated from this plan based on feedback we received on our analytic strategy.…”