Examining the relation between ratings of executive functioning and academic achievement: Findings from a cross-cultural study
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AbstractThe present study investigated the relation between academic performance and ratings of executive functioning in children aged 6-11 from four countries: Sweden, Spain, Iran, and China. Ratings of executive functioning were made by both parents and teachers using the Childhood Executive Functioning Inventory (CHEXI). The results showed that the Chinese sample was generally rated as having more executive deficits compared to the other samples. The finding that executive functioning deficits are exacerbated in China is most likely the result of cultural biases. Boys were generally rated as having poorer executive functioning compared to girls, except in Iran where parents, but not teachers, rated girls as having poorer executive functioning compared to boys. However, this opposite pattern of results found for Iran is not likely to reflect true gender differences in executive functioning. Despite some differences in the levels of executive functioning across countries, both the inhibition and working memory subscales of the CHEXI were related to academic achievement in all four countries, except for CHEXI parent ratings in China. Altogether, the results indicate that the CHEXI may be used as a screening measure for early academic difficulties, although cultural biases clearly have to be taken into consideration.
All Author(s) ListThorell LB, Veleiro A, Siu AFY, Mohammadi H
Journal nameChild Neuropsychology
Year2013
Month11
Day1
Volume Number19
Issue Number6
PublisherTaylor & Francis (Routledge): STM, Behavioural Science and Public Health Titles
Pages630 - 638
ISSN0929-7049
eISSN1744-4136
LanguagesEnglish-United Kingdom
KeywordsExecutive functions; Inhibition; Ratings; Working memory
Web of Science Subject CategoriesClinical Neurology; CLINICAL NEUROLOGY; Neurosciences & Neurology

Last updated on 2020-30-11 at 23:46