Objective Measures of Executive Functions as Predictors of Academic Achievement in Early Adolescence

This study examined predictive relations of executive functions (EFs) with academic achievement in adolescents over a one-year period. One hundred and thirty-seven adolescents (53.3% girls, mean age 12.4 years) participated at T1, and 135 (51.8% girls) at T2. The Stroop Colour-Word, Backward Digit Span, and Trail Making Test were used to assess inhibition, working memory, and cognitive flexibility. Teachers provided data on the students’ academic achievement. Results showed that a higher working memory span and a lower ratio score on Trail Making Test significantly predicted overall academic achievement and mathematics grades. In addition, a higher working memory span was associated with better grades in Slovenian language at T1, while cognitive flexibility predicted the respective grades at T2. However, no significant relationship was found between Stroop interference and academic achievement. The findings are discussed in the context of previous studies, and recommendations are made for improving EFs in the school context.