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 fl exibility, monitoring and inhibition, and academic performance in a local adolescent sample. Results lent support to the multidimensionality of EF. Specifi cally, motor inhibition and cognitive inhibition were identifi ed 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. Copyright © 2011 by Walter de Gruyter Berlin Boston. All rights reserved.
|Journal||International Journal on Disability and Human Development|
|Publication status||Published - Jan 2011|
CitationAu, A. M. L., Lam, R., Teng, Y., Lau, K.-M., Lai, M. K., Chan, C. C. H., & Leung, P. (2011). The relevance of executive functioning to academic performance in Hong Kong adolescents. International Journal on Disability and Human Development, 10(3), 179-185. doi: 10.1515/ijdhd.2011.031
- Academic performance
- Cognitive flexibility
- Exe\xadcutive functioning