Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 11 (2011) 240–244 1877-0428 © 2011 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2011.01.069 Teachers for the Knowledge Society Cognitive control goes to school: The impact of executive functions on academic performance Laura Visu-Petra a,* , Lavinia Cheie a , Oana Benga a,b , Mircea Miclea b a Developmental Psychology Lab, Department of Psychology, Babeş-Bolyai University b Applied Cognitive Psychology Center, Department of Psychology, Babeş-Bolyai University Abstract The general aim of the present study was to investigate EF in relation to academic performance. We chose tasks evaluating three EF dimensions: working memory (WM), inhibition (resistance to interference and negative priming), and set-shifting. Subjects (N = 70) were school-aged children in the 5 th and the 8 th Grades. Regression models supported the contribution of individual differences in EF performance to explaining over half of total variance in school performance, revealing the main role of WM in predicting Mathematics performance. Results are discussed in terms of relevance of meaningful assessment practices and for educational interventions. © 2010 Published by Elsevier Ltd. Selection and peer-review under responsibility of Masterprof team Keywords: cognitive control, executive functions, academic performance, predictors, school-age children 1. Problem statement and motivation Executive functions (EFs) play a central role in sustaining and calibrating the development of academic skills and in school performance in general; however, few studies have directly targeted EF as a predictor and/or correlate of school readiness and achievement. According to the EF model proposed by Miyake and collaborators (2000), which received the largest empirical support for adults and children after the age of 5 (Best, Miller, & Jones, 2009; Visu-Petra, Benga, & Miclea, 2007), there are three main EF dimensions: updating, set-shifting, and inhibition. These EFs represent essential ingredients for optimal academic functioning, and are also one of the important potential sources of school dysfunction (Rose & Rose, 2007), as deficits in EF have been noted in learning disabilities in both mathematics and reading (McLean & Hitch, 1999; Swanson, 1999). Recently, the link between EF and academic achievement has begun to be more systematically investigated, with EF seen as a multifaceted construct, related to multiple academic outputs (St Clair-Thompson & Gathercole, 2006; Mazzocco & Kover, 2007; Swanson, 2006). The general aim of this study was to investigate EF as a prerequisite and correlate of academic performance. We cross-sectionally evaluated the three EF dimensions (WM, inhibition, and shifting) in school-aged children in the 5 th and the 8 th Grades. School performance (General semester grade, Mathematics and Romanian semester grades) and performance on a specially designed Mathematics test was related to these EF measures, in an attempt to identify executive prerequisites of the target academic outcomes. * Corresponding author, Tel/Fax +40 264590967 E-mail address: laurapetra@psychology.ro © 2011 Published by Elsevier Ltd. Selection and peer-review under responsibility of Masterprof team.