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A Meta-Analysis of the Cross-Sectional and Longitudinal Relations between Executive Functioning and Math in Early Childhood

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Bibliographic Details
Title: A Meta-Analysis of the Cross-Sectional and Longitudinal Relations between Executive Functioning and Math in Early Childhood
Language: English
Authors: Jane E. Hutchison, Bijan Tabrizian, Nina Bajnauth, Ander Avdellas, Deborah Phillips, Ian M. Lyons
Source: Journal of Numerical Cognition. Article e14335 2025 11.
Availability: Leibniz Institute for Psychology. Universitatsring 15, Trier, 54296, Germany. e-mail: support@psychopen.eu; Web site: https://jnc.psychopen.eu
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Meta Analysis, Executive Function, Mathematics Skills, Socioeconomic Status, Longitudinal Studies, Child Development, Correlation, Mathematics Achievement, Measurement, Predictor Variables, Preschool Children, Research Reports
ISSN: 2363-8761
Abstract: Math and executive functioning (EF) skills are thought to be tightly linked in early childhood. To facilitate our understanding of this link in early childhood, here we present a meta-analysis of over 1,000 different correlation values between EF and math measures in early childhood (4-6yrs). The overall average EF-Math relation was r = 0.350, 95% CI [0.338, 0.361]. We then examined whether the strength of the EF-Math relation in this age-range depends on measurement factors, socio-economic status (SES), and the nature and direction of longitudinal relations. [1] Overall achievement measures of EF and math generally led to higher estimates of the EF-Math relation relative to measures of isolated EF subprocesses or specific math skills, though this may be due more to measurement than developmental factors. [2] EF measures using numerical stimuli inflate estimates of the EF-Math association by roughly 40%. [3] Low SES samples showed the strongest average EF-Math associations. [4] Longitudinal associations that do not adjust for Time-1 measurement of the outcome variable lead to inflated (as much as 120%) estimates of directional associations. After making this adjustment, we found [5a] significant, albeit reduced bidirectional relations between EF and math, and [5b] that math is a stronger predictor of future change in EF than the reverse. In sum, the results of this work contribute to theoretical models of the interaction between EF and math in early childhood, as well as to practical attempts to foster growth in children's EF and math skills, whether in the lab, classroom or living room.
Abstractor: As Provided
Notes: https://osf.io/evyza
Entry Date: 2025
Accession Number: EJ1480574
Database: ERIC
Description
Abstract:Math and executive functioning (EF) skills are thought to be tightly linked in early childhood. To facilitate our understanding of this link in early childhood, here we present a meta-analysis of over 1,000 different correlation values between EF and math measures in early childhood (4-6yrs). The overall average EF-Math relation was r = 0.350, 95% CI [0.338, 0.361]. We then examined whether the strength of the EF-Math relation in this age-range depends on measurement factors, socio-economic status (SES), and the nature and direction of longitudinal relations. [1] Overall achievement measures of EF and math generally led to higher estimates of the EF-Math relation relative to measures of isolated EF subprocesses or specific math skills, though this may be due more to measurement than developmental factors. [2] EF measures using numerical stimuli inflate estimates of the EF-Math association by roughly 40%. [3] Low SES samples showed the strongest average EF-Math associations. [4] Longitudinal associations that do not adjust for Time-1 measurement of the outcome variable lead to inflated (as much as 120%) estimates of directional associations. After making this adjustment, we found [5a] significant, albeit reduced bidirectional relations between EF and math, and [5b] that math is a stronger predictor of future change in EF than the reverse. In sum, the results of this work contribute to theoretical models of the interaction between EF and math in early childhood, as well as to practical attempts to foster growth in children's EF and math skills, whether in the lab, classroom or living room.
ISSN:2363-8761