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Links between achievement, executive functions, and self‐regulated learning
Author(s) -
Rutherford Teomara,
Buschkuehl Martin,
Jaeggi Susanne M.,
Farkas George
Publication year - 2018
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3462
Subject(s) - psychology , academic achievement , executive functions , psychological intervention , cognition , control (management) , mathematics education , self regulated learning , achievement test , self control , developmental psychology , standardized test , computer science , neuroscience , psychiatry , artificial intelligence
Summary Student self‐regulated learning (SRL) is theorized to draw upon cognitive resources such as executive functions (EF) in support of planning, monitoring, and control processes in the service of academic goals. Prior work has demonstrated connections between direct measures of EF and reports of regulation behaviors, but this has not been frequently extended using an SRL framework to classroom behaviors and resulting school achievement. We find relations between inhibition and shifting elements of EF and teacher reports of SRL and links between both and student achievement on standardized tests and classroom grades in mathematics and language arts. We also find that links between EF and math achievement are partially mediated through SRL. Our results suggest that aspects of EF can support or may be a bottleneck for SRL and thus academic achievement, and as such, they have implications for cognitive and educational interventions.