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Abstract
The purpose of this study was to research the relationship between executive functions and academic performance in primary education (6–12 years). Based on 21 samples (n = 7,947), a meta-analysis of random effects demonstrated a moderately significant weighted effect size (r = 0.365) and was found to be a good predictor of academic performance. For the subjects of language and mathematics, the results of the random effects model were similar and slightly higher for mathematics (r = 0.350; r = 0.365). Thus, the theory that executive functions have greater influence on mathematical performance is supported, especially in aspects such as coding, organization, and the immediate retrieval of information. Regarding the different executive function components (working memory, inhibition, cognitive flexibility, and planning), working memory had the highest presence (k = 14, n = 3,740) and predictive weight for performance, with an effect size of r = 0.370 for random effects, with a moderate level of significance. The moderating effect of variables such as gender and age were also analyzed. After performing a meta-regression, gender resulted in a value of R2 = 0.49; the age variable was not significant. This result is especially important since age has traditionally been considered to be the moderating variable of executive functions. The review reveals a good predictive power of executive functions in the primary education stage, and it is even higher at the early ages, indicating its great significance in describing future performance. The study also revealed the competencies and specific aspects of the executive functions that affect the way in which its components intervene in the academic area, demonstrating the mediating effect of variables such as physical fitness, motor skills, and memory processes.
Highlights
The educational community has traditionally been interested in what is known as academic performance
There are many publications on academic performance and the variables that influence it, the originality of this metaanalysis lies in its focus on the last decade and on primary education
The publication review made it possible to verify the diversity of the variables related to academic performance, highlighting the executive functions
Summary
The educational community has traditionally been interested in what is known as academic performance This outcome is closely related to the teaching-learning process focused on a specific objective—achievement in school (Fleischhauer et al, 2010; Von Stumm and Ackerman, 2013). Executive Functions and Academic Performance produced a great deal of research activity (Covington, 2000; Balkis, 2018). This interest is reflected in the study by Nieto (2008), who reviewed 654 studies conducted from 1970 to 1990. According to Sesma et al (2009) and Zelazo and Carlson (2012), educational research should focus on executive functions as they are fundamental for language development and for literacy (the foundation for learning) as well as for the processing and organization of received information
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