The impact of executive functions on English academic performance among Chinese primary school students: A network analysis

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-06-21 DOI:10.1016/j.learninstruc.2025.102174

Chao Ma , Minyuan Song , Xin Zhao

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引用次数: 0

Abstract

Background

In China, English is mandatory for all 8–9 year olds, and executive function is a key predictor of English achievement. However, prior studies have overlooked either the multidimensionality of English assessments or the component nature of executive function, resulting in inconsistent findings.

Aims

This study simultaneously examines the relationships between executive function components (inhibitory control, working memory, cognitive flexibility) and English academic performance (listening, reading, writing), aiming to resolve literature controversies and establish a foundation for further causal exploration.

Samples

The sample comprises 788 Chinese primary school students from the third to the fifth grade.

Methods

A cross-sectional study employing network analysis and comparison was conducted to examine the relationship between executive function and English academic performance in Chinese primary school students.

Results

The results indicate that working memory updating exerts a significant influence on various aspects of English academic performance. Working memory span and cognitive flexibility positively predict English writing, while response inhibition is the strongest predictor of reading. Regarding gender differences, working memory span negatively predicts listening in males, whereas it has a stronger positive impact on overall English academic performance in females.

Conclusions

This study reveals the complex relationships between executive function components and various aspects of English academic performance, establishing a foundation for exploring their causal links and offering empirical support for targeted teaching strategies.

Abstract Image

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执行功能对小学生英语学习成绩的影响：一个网络分析

在中国，所有8-9岁的孩子都必须学习英语，执行能力是英语成绩的关键预测指标。然而，先前的研究要么忽视了英语评估的多维性，要么忽视了执行功能的组成性质，导致研究结果不一致。目的本研究同时考察执行功能成分（抑制控制、工作记忆、认知灵活性）与英语学习成绩（听、读、写）之间的关系，旨在解决文献争议，为进一步的因果探索奠定基础。样本包括788名中国小学三年级到五年级的学生。方法采用网络分析和比较的横断面研究方法，对中国小学生执行功能与英语学习成绩的关系进行研究。结果工作记忆更新对英语学习成绩的各方面均有显著影响。工作记忆广度和认知灵活性正向预测英语写作，而反应抑制是阅读的最强预测因子。在性别差异方面，工作记忆广度对男性的听力有负向预测，而对女性的整体英语学习成绩有更强的正向影响。结论本研究揭示了执行功能成分与英语学习成绩各方面之间的复杂关系，为探索它们之间的因果关系奠定了基础，并为针对性教学策略提供了实证支持。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.