000			02688nam a22003017a 4500
003			OSt
005			20240830152738.0
008			240830b |||||||| |||| 00| 0 eng d
022			_a0022-0671
040			_cDSSC
082			_aPer/370.1/S193/2016
100			_aSamuels, William Ellery _911501
130			_aThe Journal of Educational Research _911399
245			_aExecutive functioning predicts academic achievement in middle school: A four year longitudinal study _cby William Ellery Samuels, Nelly Tournaki, Sheldon Blackman and Christopher Zilinski
300			_app. 478-490
336			_atext
337			_aunmediated
338			_avolume
440			_vvol. 109 n5 _x0022-0671
500			_aExecutive functioning (EF) is a strong predictor of children's and adolescents' academic performance. Although research indicates that EF can increase during childhood and adolescence, few studies have tracked the effect of EF on academic performance throughout the middle school grades. EF was measured at the end of Grade 6-9 through 231 teachers' and 22 teacher assistants' assessment of 322 adolescents from disadvantaged backgrounds who attended an urban, chartered middle/high school. Assessment of EF was done through the completion of the Behavior Rating Inventory of Executive Function (BRIEF). BRIEF global executive composite scores (GEC) predicted both current and future English/language arts, mathematics, science, social studies, and Spanish annual grade point average (GPAs). The effect of BRIEF GEC scores often overshadowed the effects of gender, poverty, and having an individual education plan; the other, non-BRIEF-related effects retained slightly more impact among teacher assistant-derived data than teacher-derived data. The strong relationships between BRIEF GEC scores and these GPAs also remained constant over these 4 years; There was little evidence that EF changed over the measured grades or that the relationship between EF and grades itself regularly changed. The findings indicate that EF scores during early middle grades can well predict academic performance in subsequent secondary-school grades. Although methodological constraints may have impeded the abilities of other factors (i.e., poverty) to be significantly related to GPAs. the effects of EF were strong and robust enough to prompt us to recommend its use to guide long-term, academic interventions.
650		0	_aAcademic achievement _911502
650		0	_aPrimary education _911495
650		0	_aEducational-Research _911479
700			_aNelly Tournaki _911503
700			_aZilinski, Christopher _911505
700			_aBlackman, Sheldon _911504
942			_2ddc _cPINDEX
999			_c8284 _d8284