The Role of Executive Functioning and Academic Achievement in the Academic Self-Concept of Children and Adolescents Referred for Neuropsychological Assessment
Abstract
:1. Introduction
1.1. Self-Concept: Development and the Role of Academic Achievement
1.2. Executive Functioning: Development and Association with Academic Achievement
1.3. Executive Functioning and Academic Self-Concept
2. Materials and Methods
3. Results
4. Discussion
Author Contributions
Funding
Conflicts of Interest
References
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Primary Diagnosis | Percent of Sample |
---|---|
ADHD | 56.6% |
Traumatic Brain Injury | 9% |
Cancer/Tumors | 7.4% |
Specific Learning Disorders | 6.6% |
Epilepsy | 5.7% |
Intellectual Disability | 4.1% |
Other CNS Medical Conditions | 4.1% |
Mood Disorders | 2.5% |
Other Psychiatric Disorders | 4.1% |
Demographic of Interest | Characteristic | Percent of Sample | M (SD) | Range | Possible Range |
---|---|---|---|---|---|
Gender | Male | 62.3% | |||
Race | White | 83.1% | |||
Black or African American | 12% | ||||
Asian | 0.8% | ||||
More than one | 2.5% | ||||
Declined to report | 1.8% | ||||
Ethnicity | Hispanic or Latino | 8.2% | |||
Caregiver Relationship | (Biological or Adoptive) Mother | 58.1% | |||
(Biological or Adoptive) Father | 27.8% | ||||
Other | 14.1% | ||||
Participant Age | Age in years | 11.8 (2.7) | 8–17 | 8–17 | |
Socioeconomic Status | Hollingshead Score | 37.3 (17.6) | 11–77 | 11–77 |
Construct | Measure | Mean (SD) | Median | Mode |
---|---|---|---|---|
Executive Functioning | Global Executive Composite of BRIEF * | 65.6 (12.4) | 67 | 67 |
Academic Skills | Academic Composite | 95.5 (11.5) | 97.5 | 102 |
Letter Word ID/Word Reading ** | 97.1 (12.9) | 98 | 98 | |
Calculation/Numerical Operation ** | 95.4 (15.7) | 96 | 97 | |
Spelling ** | 94.4 (14.5) | 94 | 93 | |
Academic Self-Concept | Sense of Inadequacy subscale of BASC-2 * | 55.1 (12.1) | 54 | 51 |
Variable | Problems with Executive Function | Academic Achievement | Academic Self-Concept | SES | Gender | Primary Diagnosis of Mood Disorder |
---|---|---|---|---|---|---|
Academic Achievement | −0.16 | |||||
Academic Self-Concept | 0.21 * | −0.06 | ||||
SES | 0.29 * | −0.34 ** | −0.06 | |||
Gender | −0.02 | −0.14 | −0.19 * | 0.12 | ||
Primary Dianosis of Mood Disorder | 0.05 | 0.08 | 0.19 * | 0.12 | −0.10 | |
Prior Grade Retention | 0.14 | −0.26 ** | 0.05 | 0.22 * | 0.07 | −0.13 |
Antecedent | Consequent | |||||
---|---|---|---|---|---|---|
M (Academic Achievement) | Y (Academic Self-Concept) | |||||
Coeff. | SE | p | Coeff. | SE | p | |
X (Executive Functioning) | −0.06 | 0.08 | 0.5 | 0.18 | 0.09 | 0.04 |
M (Academic achievement) | −0.05 | 0.10 | 0.61 | |||
C1 (Prior Retention) | −4.22 | 2.06 | 0.04 | 0..92 | 2.23 | 0.23 |
C2 (Gender) | −2.28 | 2.03 | 0.26 | −4.92 | 2.24 | 0.03 |
C3 (Primary Mood Disorder) | 1.60 | 6.40 | 0.80 | 10.11 | 7.06 | 0.15 |
C4 (SES) | −0.17 | 0.06 | <0.01 | 0.01 | 0.07 | 0.87 |
Constant | 110.87 | 6.40 | <0.001 | 54. | 13.20 | <0.001 |
R2 = 0.16, F(5,116) = 2.92, p < 0.001 | R2 = 0.10, F(6,115) = 2.19, p = 0.048 |
Coeff. | SE | p | |
---|---|---|---|
Problems with Executive Function | 0.49 | 0.31 | 0.11 |
Gender | −7.45 | 12.13 | 0.54 |
Problems with Executive Function x Gender | −0.19 | 0.18 | 0.30 |
Prior Retention | 1.08 | 2.23 | 0.64 |
Primary Mood Disorder Diagnosis | 9.67 | 7.07 | 0.14 |
SES | 0.00 | 0.07 | 0.95 |
Academic Achievement | −0.06 | 0.10 | 0.58 |
R2 = 0.11, F(7,115) = 2.03, p = 0.06 |
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Bailey, B.A.; Andrzejewski, S.K.; Greif, S.M.; Svingos, A.M.; Heaton, S.C. The Role of Executive Functioning and Academic Achievement in the Academic Self-Concept of Children and Adolescents Referred for Neuropsychological Assessment. Children 2018, 5, 83. https://doi.org/10.3390/children5070083
Bailey BA, Andrzejewski SK, Greif SM, Svingos AM, Heaton SC. The Role of Executive Functioning and Academic Achievement in the Academic Self-Concept of Children and Adolescents Referred for Neuropsychological Assessment. Children. 2018; 5(7):83. https://doi.org/10.3390/children5070083
Chicago/Turabian StyleBailey, Brittany A., Sophia K. Andrzejewski, Sarah M. Greif, Adrian M. Svingos, and Shelley C. Heaton. 2018. "The Role of Executive Functioning and Academic Achievement in the Academic Self-Concept of Children and Adolescents Referred for Neuropsychological Assessment" Children 5, no. 7: 83. https://doi.org/10.3390/children5070083
APA StyleBailey, B. A., Andrzejewski, S. K., Greif, S. M., Svingos, A. M., & Heaton, S. C. (2018). The Role of Executive Functioning and Academic Achievement in the Academic Self-Concept of Children and Adolescents Referred for Neuropsychological Assessment. Children, 5(7), 83. https://doi.org/10.3390/children5070083