Executive Functions and School Achievement: The Mediating Role of Learning-Related Behaviour in Primary School Children
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| Title: | Executive Functions and School Achievement: The Mediating Role of Learning-Related Behaviour in Primary School Children |
|---|---|
| Language: | English |
| Authors: | Carlotta Rivella (ORCID |
| Source: | British Journal of Educational Psychology. 2026 96(2):821-837. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education |
| Descriptors: | Executive Function, Academic Achievement, Student Behavior, Elementary School Students, Grade 1, Correlation, Short Term Memory, Inhibition, Foreign Countries, Reading Achievement, Mathematics Achievement |
| Geographic Terms: | Italy |
| Assessment and Survey Identifiers: | Raven Progressive Matrices |
| DOI: | 10.1111/bjep.70053 |
| ISSN: | 0007-0998 2044-8279 |
| Abstract: | Background: Executive functions (EFs) are critical in school and closely linked to academic achievement and learning-related behaviours (LRBs). LRBs encompass the ability to adapt to school demands, including concentration, adherence to rules, and autonomy. Aims: This correlational study aimed to examine the mediating role of LRB in the association between EF and academic achievement in the first year of primary school. Sample and Method: Ninety-five first graders underwent a performance-based EF assessment, involving tasks related to working memory and inhibition. Concurrently, they completed literacy and math tasks, while their teacher provided reports on their LRBs. Results: The results indicate that depending on the specific EF component or learning domain considered, diverse patterns emerge. Nevertheless, the findings consistently show that EFs are directly and indirectly associated with learning outcomes, with the mediating influence of LRBs. Conclusions: These results emphasize the importance of supporting EF development into early education curricula. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505304 |
| Database: | ERIC |
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