Longitudinal Relations of Executive Functions to Academic Achievement and Well-Being in Adolescence

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Abstract

Executive functions (EFs) are critical for cognitive, social, and emotional competence and have important implications for developmental outcomes across the lifespan. Limited research has examined the relations of EFs to academic achievement and well-being in adolescence. This study investigated the longitudinal relations of EFs to GPA and well-being (life satisfaction and depressive symptoms) from early to late adolescence. Data were collected from 65 students at baseline (4th and 5th grades) and again eight years later (11th and 12th grades). Results revealed that EFs in early adolescence predicted GPA eight years later. EFs were also correlated with life satisfaction in late adolescence. Given EF malleability, findings suggest early interventions to improve EFs may lead to better academic achievement in high school.

Authors

• M. Jennifer Kitil, University of Illinois at Chicago

• Martin Guhn, University of British Columbia

• Adele Diamond, University of British Columbia

• Kimberly A. Schonert-Reichl, University of Illinois at Chicago