Executive Functions in the Prediction of variations in academic performance in science among Saudi school children.

Abstract

This research aimed to analyze the extent to which executive functions (EF) predict changes in Science academic performance (SAP) of primary school students, based on student self-reports and parental perceptions of their children's executive functioning. Students attending primary school in Medina, Saudi Arabia was selected. A non-probability convenience sample was drawn. This sample consisted of 200 children from 3 schools. The present study corresponds to a non-experimental, quantitative design, with a descriptive-correlational scope. Descriptive analyses were performed, and the mean, standard deviation, and minimum and maximum values of the variables of interest were calculated. For inferential analyses, a correlation analysis was first conducted using Pearson's correlation coefficient to examine the existence of significant correlations between the variables. The results showed that EF related to planning (PL) and working memory (WM), according to the perceptions of the students and their parents, can explain Science academic performance (SAP). The results provide evidence regarding the potential importance of using self-reports and parental reports of cognitive abilities in analyzing the relationship between executive functioning (EF) and Science academic performance (SAP), and in studying the influence of socioeconomic context on SAP in primary school students. These results regarding EF can inform interventions or policies concerning school performance in academic achievement.