Carriedo, NuriaRodríguez Villagra, Odir A.Pérez, LeireIglesias Sarmiento, Valentín2025-01-202025-01-202024-08-15Nuria Carriedo, Odir A. Rodríguez-Villagra, Leire Pérez, Valentín Iglesias-Sarmiento, Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10, Journal of School Psychology, Volume 106, 2024, 101353, ISSN 0022-4405, https://doi.org/10.1016/j.jsp.2024.101353.1873-3506https://doi.org/10.1016/j.jsp.2024.101353https://hdl.handle.net/20.500.14468/25388The registered version of this article, first published in Journal of School Psychology, is available online at the publisher's website: Elsevier, https://doi.org/10.1016/j.jsp.2024.101353La versión registrada de este artículo, publicado por primera vez en Journal of School Psychology, está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.jsp.2024.101353Using a person-centered approach, we aimed to identify different executive functioning profiles to assess heterogeneity across individuals within the same school grade through latent profile analysis. A sample of 150 Grade 2 (7–8 years old), 150 Grade 6 (11–12 years old), and 150 Grade 10 (15–16 years old) children and adolescents were assessed on 11 different executive tasks representative of the three main executive functioning subcomponents (i.e., inhibition, cognitive flexibility, and working memory), fluid intelligence, processing speed, problem-solving, and reading comprehension. Three different executive functioning profiles of different patterns of interactions based on inhibition, cognitive flexibility, and working memory within and between grades were identified. Moreover, these profiles were differentially related to reading comprehension and mathematical achievement. Second, as expected, we did not find these profiles to be associated with sociodemographic variables such as chronological age or sex. Still, fluid intelligence and processing speed were differentially related to the different profiles at each grade. We also found that the executive functioning profiles interacted with each cognitive skill (i.e., fluid intelligence and processing speed) in predicting reading comprehension and math achievement. These findings provide valuable insights for developing preventive and intervention strategies in education.esinfo:eu-repo/semantics/openAccess61 Psicología::6102 Psicología del niño y del adolescente::6102.01 Psicología evolutivaartículoexecutive functioning profilesmathematics achievementreading achievementinhibitionworking memorycognitive flexibility