The literature on executive functioning (EF) and academic performance has focused on early academic performance in young children (Best et al.... Show moreThe literature on executive functioning (EF) and academic performance has focused on early academic performance in young children (Best et al., 2011). Few studies have assessed the relation between EF abilities and academics in adolescents, which is particularly important because the demand on EF skills greatly increases in middle and high school (Best et al., 2011). Environmental factors, including completing multiple assignments, managing increased independent work, and changing classes, exacerbate the EF burden and reduce cognitive resources (Langberg et al., 2013; Samuels et al., 2016). Academic tasks also become more complex during middle and high school, for example, requiring solving algebraic problems, reading comprehension, and expository writing (Bull & Scerif, 2001; Sesma et al., 2009). Thus, complex academic tasks in adolescence likely require a higher demand on EF abilities compared to academic tasks in early childhood. The extant literature also has several limitations, such as focusing on only a couple of EF or academic domains and using parent- or teacher-report ratings rather than performance measures. Therefore, the aim of this study was to examine the relation between four domains of EF (i.e., working memory, inhibition, shifting, and planning) and three areas of academic performance (i.e., reading, writing, math) in a sample (N = 87) of clinically-referred middle and high school students. Contrary to expectation, results of hierarchical multiple regression analyses revealed that the measures of EF did not contribute significant additional variance to scores in reading and writing performance after controlling for IQ. It is notable that the EF variables did contribute a significant amount of additional variance to math scores after controlling for IQ and diagnosis. However, only working memory was significantly associated with math performance. This finding suggests that strategies designed to enhance working memory may be effective in improving math performance in students who are underperforming. Show less
