© 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.
|Journal||Journal of Psychological and Educational Research|
|Publication status||Published - 1 Jan 2018|
- Academic abilities
- Academic achievement
- Academic learning
- Executive functions
- School-age children