The relevance of executive functioning to academic performance in Hong Kong adolescents
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Alma M.L. Au
,
Roxanne Lam
Abstract
The wide-ranging abilities falling under the umbrella of executive functioning (EF) have been suggested to be associated with the capacity to perform well academically. The present study explored the association between various aspects of EF, including conceptual flexibility, monitoring and inhibition, and academic performance in a local adolescent sample. Results lent support to the multidimensionality of EF. Specifically, motor inhibition and cognitive inhibition were identified as separable components of the construct of inhibition. Among the three EF dimensions, conceptual flexibility was found to have significant contribution in predicting academic achievement. Findings were discussed with reference to the local education context and the methodological issues involved in the present study.
©2011 by Walter de Gruyter Berlin Boston
Articles in the same Issue
- Editorial
- Filling the missing gaps on research in Chinese adolescents
- Original Articles
- Empathy, coping, social support, and mental health in local and migrant adolescents in Beijing
- The relevance of executive functioning to academic performance in Hong Kong adolescents
- Differential outcomes of psychosocial development among local and mobile children in two school types in Beijing and Shanghai
- Chinese migrant children’s mental health and career efficacy: the roles of mentoring relationship quality and self-efficacy
- “All I can do for my child” – development of the Chinese Parental Sacrifice for Child’s Education Scale
- Validation of the Chinese Parental Sacrifice for Child’s Education Scale
- The development and validation of a checklist for early identification of students with learning difficulties
- Subjective outcome evaluation of the Project PATHS based on different cohorts of students
- Learning and psychological difficulties among non-engaged youth in Hong Kong
- Subjective outcome evaluation of a positive youth development program targeting students with greater psychosocial needs
- Predictors of subjective outcome evaluation findings in a positive youth development program in Hong Kong
- Expecting my child to become “dragon” – development of the Chinese Parental Expectation on Child’s Future Scale
- Validation of the Chinese Parental Expectation on Child’s Future Scale
Articles in the same Issue
- Editorial
- Filling the missing gaps on research in Chinese adolescents
- Original Articles
- Empathy, coping, social support, and mental health in local and migrant adolescents in Beijing
- The relevance of executive functioning to academic performance in Hong Kong adolescents
- Differential outcomes of psychosocial development among local and mobile children in two school types in Beijing and Shanghai
- Chinese migrant children’s mental health and career efficacy: the roles of mentoring relationship quality and self-efficacy
- “All I can do for my child” – development of the Chinese Parental Sacrifice for Child’s Education Scale
- Validation of the Chinese Parental Sacrifice for Child’s Education Scale
- The development and validation of a checklist for early identification of students with learning difficulties
- Subjective outcome evaluation of the Project PATHS based on different cohorts of students
- Learning and psychological difficulties among non-engaged youth in Hong Kong
- Subjective outcome evaluation of a positive youth development program targeting students with greater psychosocial needs
- Predictors of subjective outcome evaluation findings in a positive youth development program in Hong Kong
- Expecting my child to become “dragon” – development of the Chinese Parental Expectation on Child’s Future Scale
- Validation of the Chinese Parental Expectation on Child’s Future Scale
