The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour

ABSTRACT

The primary aim of this study was to examine whether individual differences in cool and hot executive functions (EF) were associated with children’s transition to school, in terms of both academic performance and classroom behaviour. Children between 5- and 7-years-of-age (N = 90) completed performance based assessments of cool and hot EF as well as verbal ability. Teachers reported on children’s reading and numeracy performance, learning-related behaviours, hyperactivity, and aggression. Results revealed that EF, in particular working memory, was associated with reading and numeracy performance and that this relation was mediated by learning-related behaviours. EF was not associated with hyperactive or aggressive behaviour. The findings strengthen the evidence base for the importance of EF in early academic performance and underscore its potential to be a beneficial part of early education curriculum and a target for early intervention for successful transition to school.

KEYWORDS:

• Executive function
• early academic achievement
• learning-behaviours
• aggression
• early childhood

Acknowledgements

The authors would like to acknowledge the schools and children who participated in this research. The authors would also like to thank Dr. Maria Pomoni and Catherine Culbert for their help with data collection.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Sarah. E. O’Toole is a post-doctoral researcher for the Centre for Transport Studies at UCL.

Claire. P. Monks is a reader in psychology at the University of Greenwich.

Stella Tsermentseli is a senior lecturer in psychology at the University of Greenwich.

Katie Rix is an associate tutor with the Open University.

ORCID

Sarah. E. O’Toole http://orcid.org/0000-0002-2129-7929