Relationship between executive functions and academic performance among Moroccan middle school students

Abstract

<jats:p>ABSTRACT. Executive functions (EF) play a central role in the development of social and cognitive skills and academic learning. Objective: For this reason, this study aims to determine the relationship between executive functions and academic performance among middle school students in the Middle Atlas of Morocco. Methods: This study focuses on 137 middle school students studying at four colleges located in the Middle Atlas of Morocco. The sample studied was divided into two groups: the first consisting of students with learning difficulties; and the second considered a control. To assess EF, three tests were administered to learners in both groups (Tracking Test, Stroop Test and Number Span Test). Results: In the sample, average age of the learners was 14.5±1.3 years and sex ratio was balanced. The students with learning difficulties had lower performance on tests measuring cognitive flexibility, inhibitory processes and working memory compared to the control group. Conclusion: From these results, it can be concluded that students with learning disabilities performed poorly on the three basic components of executive functions. Therefore, thorough neuropsychological diagnosis would be desirable to identify learners who may have cognitive or behavioural disorders and allow adequate intervention to improve their executive functions and subsequently their academic success.</jats:p>

Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender

“…Thus, the results of our study (EF contributes to all AA measures) suggest an additional contribution to the limited information available on EF and AA in adolescents, pointing in the same direction as the findings for younger students. The results are in line with those of other authors, suggesting that EF is domain-general and required in various academic skills [ 22 , 27 , 43 , 74 , 76 ]. However, this does not allow us to reject the idea that EF is domain-specific, and that each EF component is related differentially to AA [ 78 ], given that, in the analysis performed, we did not consider the distinct components of EF separately.…”

“…As such, students with EF deficits obtained a lower AA than those students with a high level of EF, and this occurred in each of the individual classes, when considering the mean of the instrumental classes, or when considering the Overall AA. These results are in line with past empirical studies that show that the presence of EF deficits contributes to academic difficulties that may hinder AA success [74,75].…”

The impact of STEAM education using robotics on the executive function of typical and ADHD students along with developmental exploration

“…As a result, students with EF deficiencies earned a lower AA than students with a high degree of EF, and this occurred in each of the individual classes, whether considering the mean of the instrumental classes, or when evaluating the Overall AA. These findings are consistent with previous empirical investigations that suggest that the presence of EF impairments contributes to academic challenges that may impede AA achievement (Bouzaboul et al, 2020).…”