Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10

Using a person-centered approach, we aimed to identify different executive functioning profiles to assess heterogeneity across individuals within the same school grade through latent profile analysis. A sample of 150 Grade 2 (7–8 years old), 150 Grade 6 (11–12 years old), and 150 Grade 10 (15–16 yea...

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Detalles Bibliográficos
Autores: Carriedo López, Nuria, Rodríguez Villagra, Odir Antonio, Pérez Pérez, Leire, Iglesias Sarmiento, Valentín
Tipo de recurso: artículo
Fecha de publicación:2024
País:Costa Rica
Institución:Universidad de Costa Rica
Repositorio:Kérwá
Idioma:inglés
OAI Identifier:oai:kerwa.ucr.ac.cr:10669/102049
Acceso en línea:https://hdl.handle.net/10669/102049
https://doi.org/10.1016/j.jsp.2024.101353
Access Level:acceso abierto
Palabra clave:executive functioning profiles
mathematics achievement
reading achievement
inhibition
working memory
cognitive flexibility
grade 2
grade 6
grade 10
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dc.title.none.fl_str_mv Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10
title Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10
spellingShingle Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10
Carriedo López, Nuria
executive functioning profiles
mathematics achievement
reading achievement
inhibition
working memory
cognitive flexibility
grade 2
grade 6
grade 10
title_short Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10
title_full Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10
title_fullStr Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10
title_full_unstemmed Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10
title_sort Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10
dc.creator.none.fl_str_mv Carriedo López, Nuria
Rodríguez Villagra, Odir Antonio
Pérez Pérez, Leire
Iglesias Sarmiento, Valentín
author Carriedo López, Nuria
author_facet Carriedo López, Nuria
Rodríguez Villagra, Odir Antonio
Pérez Pérez, Leire
Iglesias Sarmiento, Valentín
author_role author
author2 Rodríguez Villagra, Odir Antonio
Pérez Pérez, Leire
Iglesias Sarmiento, Valentín
author2_role author
author
author
dc.subject.none.fl_str_mv executive functioning profiles
mathematics achievement
reading achievement
inhibition
working memory
cognitive flexibility
grade 2
grade 6
grade 10
topic executive functioning profiles
mathematics achievement
reading achievement
inhibition
working memory
cognitive flexibility
grade 2
grade 6
grade 10
description Using a person-centered approach, we aimed to identify different executive functioning profiles to assess heterogeneity across individuals within the same school grade through latent profile analysis. A sample of 150 Grade 2 (7–8 years old), 150 Grade 6 (11–12 years old), and 150 Grade 10 (15–16 years old) children and adolescents were assessed on 11 different executive tasks representative of the three main executive functioning subcomponents (i.e., inhibition, cognitive flexibility, and working memory), fluid intelligence, processing speed, problem-solving, and reading comprehension. Three different executive functioning profiles of different patterns of interactions based on inhibition, cognitive flexibility, and working memory within and between grades were identified. Moreover, these profiles were differentially related to reading comprehension and mathematical achievement. Second, as expected, we did not find these profiles to be associated with sociodemographic variables such as chronological age or sex. Still, fluid intelligence and processing speed were differentially related to the different profiles at each grade. We also found that the executive functioning profiles interacted with each cognitive skill (i.e., fluid intelligence and processing speed) in predicting reading comprehension and math achievement. These findings provide valuable insights for developing preventive and intervention strategies in education.
publishDate 2024
dc.date.issued.none.fl_str_mv 2024-08-15
dc.date.accessioned.none.fl_str_mv 2025-05-12T16:11:51Z
dc.type.none.fl_str_mv artículo original
http://purl.org/coar/resource_type/c_2df8fbb1
info:eu-repo/semantics/article
format article
dc.identifier.issn.none.fl_str_mv 1873-3506
0022-4405
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10669/102049
dc.identifier.doi.none.fl_str_mv https://doi.org/10.1016/j.jsp.2024.101353
identifier_str_mv 1873-3506
0022-4405
url https://hdl.handle.net/10669/102049
https://doi.org/10.1016/j.jsp.2024.101353
dc.language.iso.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv acceso abierto
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
rights_invalid_str_mv acceso abierto
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eu_rights_str_mv openAccess
dc.source.none.fl_str_mv Journal of School Psychology, 106, Artículo 101353
reponame:Kérwá
instname:Universidad de Costa Rica
instacron:UCR
instname_str Universidad de Costa Rica
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spelling Carriedo López, NuriaRodríguez Villagra, Odir AntonioPérez Pérez, LeireIglesias Sarmiento, Valentín2025-05-12T16:11:51Z2024-08-151873-35060022-4405https://hdl.handle.net/10669/102049https://doi.org/10.1016/j.jsp.2024.101353Using a person-centered approach, we aimed to identify different executive functioning profiles to assess heterogeneity across individuals within the same school grade through latent profile analysis. A sample of 150 Grade 2 (7–8 years old), 150 Grade 6 (11–12 years old), and 150 Grade 10 (15–16 years old) children and adolescents were assessed on 11 different executive tasks representative of the three main executive functioning subcomponents (i.e., inhibition, cognitive flexibility, and working memory), fluid intelligence, processing speed, problem-solving, and reading comprehension. Three different executive functioning profiles of different patterns of interactions based on inhibition, cognitive flexibility, and working memory within and between grades were identified. Moreover, these profiles were differentially related to reading comprehension and mathematical achievement. Second, as expected, we did not find these profiles to be associated with sociodemographic variables such as chronological age or sex. Still, fluid intelligence and processing speed were differentially related to the different profiles at each grade. We also found that the executive functioning profiles interacted with each cognitive skill (i.e., fluid intelligence and processing speed) in predicting reading comprehension and math achievement. 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