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Executive functioning skills and (low) math achievement in primary and secondary school

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dc.contributor.authorIglesias Sarmiento, Valentín
dc.contributor.authorCarriedo López, M. Nuria
dc.contributor.authorRodríguez Villagra, Odir Antonio
dc.contributor.authorPérez, Leire
dc.contributor.orcidhttps://orcid.org/0000-0002-3300-1718
dc.contributor.orcidhttps://orcid.org/0000-0002-8545-0857
dc.contributor.orcidhttps://orcid.org/0000-0002-2477-847X
dc.date.accessioned2024-06-19T15:49:37Z
dc.date.available2024-06-19T15:49:37Z
dc.date.issued2023-06-10
dc.descriptionThe registered version of this article, first published in Journal of Experimental Child Psychology, is available online at the publisher's website: Elsevier, https://doi.org/10.1016/j.jecp.2023.105715
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Journal of Experimental Child Psychology, está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.jecp.2023.105715
dc.description.abstractSchoolchildren with better executive functioning skills achieve better mathematics results. It is less clear how inhibition, cognitive flexibility, and working memory combine to predict mathematics achievement and difficulty throughout primary and secondary school. This study aimed to find the best combination of executive function measures for predicting mathematical achievement in Grades 2, 6, and 10 and to test whether this combination predicts the probability of having mathematical difficulties across school grades even when fluid intelligence and processing speed were included in the models. A total of 426 students—141 2nd graders (72 girls), 143 6th graders (72 girls), and 142 10th graders (79 girls)—were cross-sectionally assessed with 12 executive tasks, one standardized mathematical task, and a standardized test of intelligence. Bayesian regression analyses found various combinations of executive predictors of mathematical achievement for each school grade spanning Grade 2 to measures of cognitive inhibition (negative priming) and cognitive flexibility (verbal fluency); Grade 6 to measures of inhibition: resistance to distractor interference (receptive attention), cognitive flexibility (local–global), and working memory (counting span); and Grade 10 to measures of inhibition: resistance to distractor interference (receptive attention) and prepotent response inhibition (stop signal) and working memory (reading span). Logistic regression showed that the executive models derived from the Bayesian analyses had a similar ability to classify students with mathematical difficulty and their peers with typical achievement to broader cognitive models that included fluid intelligence and processing speed. Measures of processing speed, cognitive flexibility (local–global), and prepotent response inhibition (stop signal) were the main risk factors in Grades 2, 6, and 10, respectively. Cognitive flexibility (verbal fluency) in Grade 2 and fluid intelligence, which was more stable in all three grades, acted as protective factors against mathematical difficulty. These findings inform practical considerations for establishing preventive and intervention proposals.en
dc.description.versionversión publicada
dc.identifier.citationIglesias-Sarmiento, V., Carriedo, N., Rodríguez-Villagra, O. A., & Pérez, L. (2023). Executive functioning skills and (low) math achievement in primary and secondary school. Journal of Experimental Child Psychology, 235, 105715. https://doi.org/10.1016/j.jecp.2023.105715
dc.identifier.doihttps://doi.org/10.1016/j.jecp.2023.105715
dc.identifier.issn1096-0457
dc.identifier.urihttps://hdl.handle.net/20.500.14468/22697
dc.journal.titleJournal of Experimental Child Psychology
dc.journal.volume235
dc.language.isoen
dc.publisherElsevier
dc.relation.centerFacultad de Psicología
dc.relation.departmentPsicología Evolutiva y de la Educación
dc.rightsAtribución-NoComercial-SinDerivadas 4.0 Internacional
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject61 Psicología
dc.subject.keywordslearning difficultiesen
dc.subject.keywordsexecutive functioningen
dc.subject.keywordsmathematical achievementen
dc.subject.keywordsprocessing speeden
dc.subject.keywordsfluid intelligenceen
dc.titleExecutive functioning skills and (low) math achievement in primary and secondary schoolen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication117a4323-d8e9-4594-965a-f87ce7655f04
relation.isAuthorOfPublication.latestForDiscovery117a4323-d8e9-4594-965a-f87ce7655f04
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