Implications of executive functions in academic learning

Daniela Marques, Ramón Cladellas

Research output: Contribution to journalArticleResearchpeer-review

Abstract

© 2018, Universitatea din Oradea. All rights reserved. Research has confirmed the relationship between executive functions and academic learning; the former being a greater burden for children, as it is the result of an interchange of experiences and knowledge between teachers and students. Researchers have focused on presenting a one directional causal relation. However, if we consider learning as a construal, it can impact and be impacted by brain development and academic learning, supposing a bidirectional relationship, which few studies have examined. This article reviews the state of the art of research on the relationship between executive functions and academic learning. The main contribution was to conceptualize and systematize the existing research on the relationship between executive functions and academic learning, as well as its implications. This yields a partial answer to the question Do executive functions impact academic learning? Undoubtedly, executive functions are essential to school-age children because of their role in academic learning and achievement. Nonetheless, whether their influence is only unidirectional or the potential of a bidirectional relationship exists remains unanswered. This is an effort to find other ways to consider the relationship between executive functions and academic learning. Few studies have examined this bidirectional relation, which requires further discussion among specialists.
Original languageEnglish
Pages (from-to)114-131
JournalJournal of Psychological and Educational Research
Volume26
Issue number2
Publication statusPublished - 1 Jan 2018

Keywords

  • Academic abilities
  • Academic achievement
  • Academic learning
  • Executive functions
  • School-age children

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