Abstract
Executive function is a complex set of mental processes playing a key role in children’s academic performance. However, environmental influences on the contribution of executive function to academic achievement in older children are still unclear. This study investigated the relationship between executive function and academic achievement and the role of socio-economic status (SES) in this relationship, in grade 7 learners. A cross-sectional analysis (as part of a longitudinal study, NW-CHILD study, 2010–2016) was conducted and included 272 12-year-old (± 0.42) randomly selected South-African children (80 boys, 79 girls from low SES; 68 boys, 45 girls from high SES). SES was determined using the South African school quintile status system. Executive function was measured by the Tower of London (TOLDX), Second Edition, and academic achievement using the North-West Provincial Assessment (NWPA) and mid-year school assessment results. Spearman rank-order correlation coefficients (r) indicated minor to intermediate correlations between quantitative performance aspects of executive function and mathematics (r = 0.12–0.20), languages (r = 0.12–0.14), and overall academic achievement (r = 0.13–0.17). Hierarchical linear modelling revealed significantly (p < 0.05) poorer academic achievement (d = 0.31–1.31) and executive function (d = 0.23–0.47) among participants from low SES schools. Gender differences in the relation between executive function, SES, and academic achievement were evident. Inhibitory control became more relevant for achievement in mathematics, especially in boys. In conclusion, executive function plays an essential role in academic achievement of 12-year-old children. The effect of SES, however, does exceed executive function as a key role player. Children from low SES backgrounds are especially vulnerable.
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Data Availability
The datasets generated during the current study are available from the corresponding author upon reasonable request.
Change history
07 February 2023
A Correction to this paper has been published: https://doi.org/10.1007/s43076-023-00259-x
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Acknowledgements
Sincere gratitude is expressed to the 2016 Kindekinetics Honours students and senior researchers in Kinderkinetics of the North-West University for their assistance with the gathering of data. Special thanks to the funding sources who supported this work.
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Research reported in this manuscript was supported by the South African Medical Research Council (SAMRC) with funds received from the Self-Initiated Research Grant (SIR), the South African Sugar Association (SASA), the National Research Foundation (NRF), and the South African Academy for Science and Art.
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A.E. Pienaar was mainly responsible for the study conception and design. Material preparation and data collection and analysis were performed by E. de Waal, A. Kruger, and A.E. Pienaar. The first draft of the manuscript was written by E. de Waal, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript. This research initially formed part of E. de Waal’s PhD degree under the supervision of A.E. Pienaar.
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The original online version of this article was revised: The 3rd listed affiliation (School of Human Movement Sciences, North-West University, Potchefstroom Campus, Private Bag X 6001, Potchefstroom 2520, Republic of South Africa) has been removed. The removal of this affiliation is due to it being an academic address with no research being done under this address. The first affiliation (Physical Activity, Sport and Recreation (PhASRec), Focus Area, Faculty of Health Sciences, Potchefstroom Campus, North-West University, Private Bag X 6001, Potchefstroom 2520, Republic of South Africa) acts sufficiently as the main affiliation and is the correct research address.
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De Waal, E., Kruger, A. & Pienaar, A.E. Socio-economic Status Exceeds Executive Function as a Central Role Player in Academic Achievement of Grade 7 Primary School Boys and Girls: the NW-CHILD Study. Trends in Psychol. 31, 318–341 (2023). https://doi.org/10.1007/s43076-022-00252-w
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DOI: https://doi.org/10.1007/s43076-022-00252-w