Reciprocal Associations Between Executive Function and Academic Achievement: A Conceptual Replication of Schmitt et al. (2017)
The goal of the current study was to conduct a conceptual replication of the reciprocal associations between executive function (EF) and academic achievement reported in Schmitt et al. (2017, https://doi.org/10.1037/edu0000193). Using two independent samples (N (STAR) = 279, and N (Pathways) = 277),...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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PsychOpen GOLD/ Leibniz Insitute for Psychology
2021-11-01
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| Series: | Journal of Numerical Cognition |
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| Online Access: | https://jnc.psychopen.eu/index.php/jnc/article/view/7047 |
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| author | Alexa Ellis Sammy F. Ahmed Selin Zeytinoglu Elif Isbell Susan D. Calkins Esther M. Leerkes Jennie K. Grammer William J. Gehring Frederick J. Morrison Pamela E. Davis-Kean |
| author_facet | Alexa Ellis Sammy F. Ahmed Selin Zeytinoglu Elif Isbell Susan D. Calkins Esther M. Leerkes Jennie K. Grammer William J. Gehring Frederick J. Morrison Pamela E. Davis-Kean |
| author_sort | Alexa Ellis |
| collection | DOAJ |
| description | The goal of the current study was to conduct a conceptual replication of the reciprocal associations between executive function (EF) and academic achievement reported in Schmitt et al. (2017, https://doi.org/10.1037/edu0000193). Using two independent samples (N (STAR) = 279, and N (Pathways) = 277), we examined whether the patterns of associations between EF and achievement across preschool and kindergarten reported in Schmitt et al. (2017) replicated using the same model specifications, similar EF and achievement measures, and across a similar developmental age period. Consistent with original findings, EF predicted subsequent math achievement in both samples. Specifically, in the STAR sample, EF predicted math achievement from preschool to kindergarten, and kindergarten to first grade. In the Pathways sample, EF at kindergarten predicted both math and literacy achievement in first grade. However, contrary to the original findings, we were unable to replicate the bidirectional associations between math achievement and EF in either of the replication samples. Overall, the current conceptual replication has revealed that bidirectional associations between EF and academic skills might not be robust to slight differences in EF measures and number of measurement occasions, which has implications for our understanding of the development EF and academic skills across early childhood. The present findings underscore the need for more standardization in both measurement and modeling approaches – without which the inconsistency of findings in published studies may continue across this area of research. |
| first_indexed | 2024-04-11T02:48:52Z |
| format | Article |
| id | doaj.art-95ecd99d79314af4a2cbe3b13f2d6262 |
| institution | Directory Open Access Journal |
| issn | 2363-8761 |
| language | English |
| last_indexed | 2024-04-11T02:48:52Z |
| publishDate | 2021-11-01 |
| publisher | PsychOpen GOLD/ Leibniz Insitute for Psychology |
| record_format | Article |
| series | Journal of Numerical Cognition |
| spelling | doaj.art-95ecd99d79314af4a2cbe3b13f2d62622023-01-02T17:05:53ZengPsychOpen GOLD/ Leibniz Insitute for PsychologyJournal of Numerical Cognition2363-87612021-11-017345347210.5964/jnc.7047jnc.7047Reciprocal Associations Between Executive Function and Academic Achievement: A Conceptual Replication of Schmitt et al. (2017)Alexa Ellis0Sammy F. Ahmed1Selin Zeytinoglu2Elif Isbell3Susan D. Calkins4Esther M. Leerkes5Jennie K. Grammer6William J. Gehring7Frederick J. Morrison8Pamela E. Davis-Kean9Department of Psychology, University of Michigan, Ann Arbor, MI, USADepartment of Psychology, University of Michigan, Ann Arbor, MI, USADepartment of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USADepartment of Psychological Sciences, University of California Merced, Merced, CA, USADepartment of Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, NC, USADepartment of Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, NC, USADepartment of Education, University of California, Los Angeles, CA, USADepartment of Psychology, University of Michigan, Ann Arbor, MI, USADepartment of Psychology, University of Michigan, Ann Arbor, MI, USADepartment of Psychology, University of Michigan, Ann Arbor, MI, USAThe goal of the current study was to conduct a conceptual replication of the reciprocal associations between executive function (EF) and academic achievement reported in Schmitt et al. (2017, https://doi.org/10.1037/edu0000193). Using two independent samples (N (STAR) = 279, and N (Pathways) = 277), we examined whether the patterns of associations between EF and achievement across preschool and kindergarten reported in Schmitt et al. (2017) replicated using the same model specifications, similar EF and achievement measures, and across a similar developmental age period. Consistent with original findings, EF predicted subsequent math achievement in both samples. Specifically, in the STAR sample, EF predicted math achievement from preschool to kindergarten, and kindergarten to first grade. In the Pathways sample, EF at kindergarten predicted both math and literacy achievement in first grade. However, contrary to the original findings, we were unable to replicate the bidirectional associations between math achievement and EF in either of the replication samples. Overall, the current conceptual replication has revealed that bidirectional associations between EF and academic skills might not be robust to slight differences in EF measures and number of measurement occasions, which has implications for our understanding of the development EF and academic skills across early childhood. The present findings underscore the need for more standardization in both measurement and modeling approaches – without which the inconsistency of findings in published studies may continue across this area of research.https://jnc.psychopen.eu/index.php/jnc/article/view/7047executive functionacademic achievementearly childhoodbidirectional relations |
| spellingShingle | Alexa Ellis Sammy F. Ahmed Selin Zeytinoglu Elif Isbell Susan D. Calkins Esther M. Leerkes Jennie K. Grammer William J. Gehring Frederick J. Morrison Pamela E. Davis-Kean Reciprocal Associations Between Executive Function and Academic Achievement: A Conceptual Replication of Schmitt et al. (2017) Journal of Numerical Cognition executive function academic achievement early childhood bidirectional relations |
| title | Reciprocal Associations Between Executive Function and Academic Achievement: A Conceptual Replication of Schmitt et al. (2017) |
| title_full | Reciprocal Associations Between Executive Function and Academic Achievement: A Conceptual Replication of Schmitt et al. (2017) |
| title_fullStr | Reciprocal Associations Between Executive Function and Academic Achievement: A Conceptual Replication of Schmitt et al. (2017) |
| title_full_unstemmed | Reciprocal Associations Between Executive Function and Academic Achievement: A Conceptual Replication of Schmitt et al. (2017) |
| title_short | Reciprocal Associations Between Executive Function and Academic Achievement: A Conceptual Replication of Schmitt et al. (2017) |
| title_sort | reciprocal associations between executive function and academic achievement a conceptual replication of schmitt et al 2017 |
| topic | executive function academic achievement early childhood bidirectional relations |
| url | https://jnc.psychopen.eu/index.php/jnc/article/view/7047 |
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