Links between achievement, executive functions, and self‐regulated learning

Abstract

Student self-regulated learning (SRL) is theorized to draw upon cognitive resources such as executive functions (EF) in support of planning, monitoring, and control processes in the service of academic goals. Prior work has demonstrated connections between direct measures of EF and reports of regulation behaviors, but this has not been frequently extended using an SRL framework to classroom behaviors and resulting school achievement. We find relations between inhibition and shifting elements of EF and teacher reports of SRL and links between both and student achievement on standardized tests and classroom grades in mathematics and language arts.We also find that links between EF and math achievement are partially mediated through SRL. Our results suggest that aspects of EF can support or may be a bottleneck for SRL and thus academic achievement, and as such, they have implications for cognitive and educational interventions.

Regulatory Predictors of Linguistic Competencies and Academic Achievement in Native Language Among Secondary School Students

“…Finding solution to the problem of identifying regulatory mechanisms for mastering the native language during the schooling period cannot but follow this trend. Educators and psychologists agree that mastering the native language norms should go hand in hand with development of the regulatory competencies (Rutherford et al, 2018). However, regarding the regulatory predictors, the opinions of researchers diverge.…”

Assessment of the Effects of Digital Educational Material on Executive Function Performance

“…That is, executive functions are skills on which student learning can be based or promoted to achieve academic goals (at this point in the achievement of goals, academic objectives converge with the objectives of educational game design). Studies such as Rutherford et al (2018) support this relationship between executive functions and student learning. More specifically, it is focused on students' self-regulated learning to achieve their academic goals in different areas of knowledge.…”

Implications of Unconnected Micro, Molecular, and Molar Level Research in Psychology: The Case of Executive Functions, Self-Regulation, and External Regulation

“…Only in this way can we verify the external validity of each construct, not only between constructs at the same level, but also between constructs in different research levels and domains. Some prior studies have already begun to investigate in this direction, connecting executive functions – > self-regulation – > external regulation (Calkins and Marcovitch, 2010; Follmer and Sperling, 2016, 2018a,b,c; Aadland et al, 2018; Baumeister et al, 2018; Rutherford et al, 2018; Wagner et al, 2018; Wimmer et al, 2019). However, studies are needed that evaluate the relevance and potential role of context in self-regulating behavior, and its role as a regulatory/non-regulatory/dysregulatory agent, all of this in different behavioral issues, as established by SRL vs. ERL theory.…”