Date of Submission
Doctor of Psychology (PsyD)
The current study analyzed the relationship between executive functions and academic performance in middle school. In particular, this study analyzed the relationship between BRIEF Index and Scale scores that were compiled on a group (N = 54) of seventh graders by two seventh-grade ELA teachers and the students’ final grades in ELA, Math, Science, and Social Studies. The results showed statistically significant correlations between most of the BRIEF Indexes and Scales and the final grades, with the Metacognitive Scales showing the highest correlations. In contrast, the results showed much higher incongruence index values than expected, given the high correlations that were found. Possible explanations include the level of support afforded to the students, student motivation, and student-teacher relationships. Future research on executive functions and middle school students should use larger sample sizes that include a wider range of students, such as those in advanced classes, general education, and learning disabilities classes, as well as more teacher ratings of executive functions.
Niznik, Susan, "The Role and Implications of Executive Functions During the Transition to Middle School" (2021). PCOM Psychology Dissertations. 569.