The Role of Executive Functioning and Academic Achievement in the Academic Self-Concept of Children and Adolescents Referred for Neuropsychological Assessment

Abstract

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.

The Contribution of Therapeutic Horseback Riding to the Improvement of Executive Functions and Self-Esteem Among Children With ADHD

“…Difficulties in EF such as difficulties in organizing, planning, working memory, monitoring, and inhibition, complicate crucial cognitive and social development making it challenging to children with ADHD to adapt to the classroom environment. At the same time, as a result of cycles of frequent academic failures and subsequent criticism, the self-esteem of children with ADHD is likely to be reduced (Bailey et al, 2018). In the present study, we examined whether therapeutic horseback riding, paired with medication, is an effective treatment method to cultivate children’s EFs and restore their self-esteem.…”

“…The term EFs refers to the cognitive mechanisms that are responsible for self-regulation in cognitive, behavioral, and emotional functioning including planning, working memory, cognitive shifting, sustaining effort, inhibition, self-monitoring, self-regulation, and initiation (Barkley, 2006; Graziano et al, 2011). EFs difficulties have lifelong implications for behavioral, social, emotional, and adaptive problems, including academic challenges in childhood (APA, 2013; Bailey et al, 2018; Barkley, 2014; Tarver et al, 2014).…”

“…Children with ADHD experience reduced success and greater functional difficulties at school. Their education creates a clash between the demands of the educational system and of the children’s family, as well as the children’s ability to fulfill them, which may lead to negative environmental feedback, children’s frustration, failure, reduced self-efficacy and self-esteem, and decreased enjoyment of activities (Bailey et al, 2018). When children with ADHD face difficulties in emotional and behavioral regulation and EFs, they tend to expe-rience negative reactions from their surroundings.…”

Executive Function Improvement of Students With Adverse Childhood Experiences After an Art-Integration Program.

“…Consistent experience with ACEs have resulted in observed behavior in school-age students, such as lack of curiosity, low self-esteem, self-sabotaging behaviors, difficulties in regulation, memory impairment, inability to overcome failure, maladaptive self-soothing behaviors, and hyperactivity (Cook et al, 2005;Evans & Wachs, 2010;Loman, & Gunnar, 2010;Perry, 2009;Siegel & Bryson;2015;Wiik, Loman, Frenn, Pollak, & Gunnar, 2011). Conversely, multiple studies have found a direct correlation between students' EF skills and their success on academic tasks (Bailey, Andrzejewski, Greif, Svingos, & Heaton, 2018;Gumora G., Arsenio 2002;Latzman, Elkovitch, Young, Anna, & Clark, 2010).…”

Assessment of Sensory Processing and Executive Functions at the School: Development, Reliability, and Validity of EPYFEI-Escolar

“…Moreover, other studies have found that, according to teachers, children with ASD show greater dysfunction in social participation and praxis (4). Likewise, recent studies have stated that praxis and social participation, along with difficulties in proprioception, seem to be more characteristic of ADHD, whereas social difficulties seem to be typical of ASD, which could be related to contextual hyperselectivity, as an inherent characteristic of ASD (80).…”