Alejandra Cortés Pascual|Nieves Moyano|Alberto Quílez-Robres
The Relationship Between Executive Functions and Academic Performance in Primary Education: Review and Meta-Analysis
Universidad de Zaragoza|Universidad de Zaragoza|Universidad de Zaragoza
purpose study research relationship executive functions academic performance primary education 612 years based 21 samples n 7947 metaanalysis random effects demonstrated moderately significant weighted effect size r 365 found good predictor academic performance subjects language mathematics results random effects model similar slightly higher mathematics r 350 r 365 thus theory executive functions greater influence mathematical performance supported especially aspects coding organization immediate retrieval information regarding different executive function components working memory inhibition cognitive flexibility planning working memory highest presence k 14 n 3740 predictive weight performance effect size r 370 random effects moderate level significance moderating effect variables gender age also analyzed performing metaregression gender resulted value r 49 age variable significant result especially important since age traditionally considered moderating variable executive functions review reveals good predictive power executive functions primary education stage even higher early ages indicating great significance describing future performance study also revealed competencies specific aspects executive functions affect way components intervene academic area demonstrating mediating effect variables physical fitness motor skills memory processes