The specificity of associations between cognition and attainment in English, maths and science during adolescence

Executive functions (EFs) are predictive of early academic attainment. However, there is little research investigating whether academic outcomes are differentially associated with cognitive abilities during adolescence, when EFs are still developing. Using a large population-based sample, three late...

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Bibliographic Details
Published inLearning and individual differences Vol. 69; pp. 84 - 93
Main Authors Donati, Georgina, Meaburn, Emma L., Dumontheil, Iroise
Format Journal Article
LanguageEnglish
Published Elsevier Inc 01.01.2019
Subjects
Academic attainment
Adolescence
ALSPAC
Cognition
Executive function
Academic attainment
Adolescence
Executive function
Cognition
ALSPAC
Online AccessGet full text
ISSN1041-6080
1873-3425
DOI10.1016/j.lindif.2018.11.012

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Summary:Executive functions (EFs) are predictive of early academic attainment. However, there is little research investigating whether academic outcomes are differentially associated with cognitive abilities during adolescence, when EFs are still developing. Using a large population-based sample, three latent components, working memory, inhibitory control, and processing speed, were characterised from ten cognitive tasks. These components were used in structural equation models alongside measures of IQ (vocabulary, matrix reasoning) to assess specific relationships with English, maths and science attainment at 16 years of age while controlling for socio-economic status (SES) and previous attainment at age 11. Cognitive measures and SES contributed to individual differences in change in academic performance across adolescence, and specific associations between cognitive abilities and academic subjects could be observed. These results show that SES and cognitive abilities, in particular working memory, continue to influence academic progress beyond childhood, and that these associations are specific to individual academic subjects. •Cognitive abilities and academic achievement data were analysed in 5000+ adolescents.•Working memory, inhibitory control and processing speed latent traits were identified.•Models included socio-economic status (SES), IQ and age 11 academic achievement.•Specific associations were found with age 16 English, maths and science achievement.•SES, working memory and verbal IQ associated with academic progress in adolescence
ISSN:1041-6080
1873-3425
DOI:10.1016/j.lindif.2018.11.012