The primary goal of this study was to examine developmental patterns among the relations between components of executive function (EF; working memory [WM], inhibitory control, shifting), and academic outcomes (reading, mathematics, language) in elementary school-age children. These relations were examined within the context of the development of EF and of academic skills utilizing an extension of the unity and diversity, intrinsic cognitive load, and dual process theories. Using meta-analytic methods, we summarized results from 299 studies from 293 articles/dissertations, representing 65,605 elementary school-age children (42-191 months old [M = 101 months, SD = 24.49 months]). Results indicated that accounting for general EF (by including the correlations among EF tasks in meta-analytic path models and accounting for effects between all three EF components and academic outcomes simultaneously) produced weaker relations between EF and academic skills than the bivariate relations which have been reported in prior meta-analytic reviews. However, although reduced, all relations between EF and academic outcomes remained significant throughout elementary school. Whereas WM was consistently moderately associated with reading, math, and oral language across development, the developmental trends for the relations between inhibitory control and shifting with academic outcomes varied based upon the academic skill examined. On the academic side, whereas the relations between reading and language skills with EF components varied throughout elementary school, few developmental changes were found in the relations between EF components and math skills across elementary school. Future directions and implications of findings for the conceptualization of the impact of EF on academics are discussed within the context of relevant theoretical models. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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小学生执行功能与学业成绩之间的关系：荟萃分析。


本研究的主要目标是检查小学学龄儿童执行功能组成部分（EF；工作记忆 [WM]、抑制控制、转移）与学业成绩（阅读、数学、语言）之间关系的发展模式。这些关系在 EF 发展和学术技能的背景下进行了研究，利用统一性和多样性、内在认知负荷和双重过程理论的扩展。我们使用荟萃分析方法，总结了来自 293 篇文章/论文的 299 项研究的结果，这些研究代表了 65,605 名小学适龄儿童（42-191 个月大 [M = 101 个月，SD = 24.49 个月]）。结果表明，考虑一般 EF（通过在荟萃分析路径模型中纳入 EF 任务之间的相关性，并同时考虑所有三个 EF 组成部分和学业成绩之间的影响）在 EF 和学术技能之间产生的关系比双变量关系更弱。在之前的荟萃分析评论中报告过。然而，虽然有所减少，但 EF 与学业成绩之间的所有关系在整个小学阶段仍然很重要。虽然 WM 在整个发展过程中始终与阅读、数学和口语保持中等程度的相关性，但抑制控制和转变与学业成绩之间关系的发展趋势因所检查的学术技能而异。在学术方面，虽然阅读和语言技能与 EF 组成部分之间的关​​系在整个小学中有所不同，但 EF 组成部分和数学技能之间的关系在整个小学中几乎没有发现发展变化。 在相关理论模型的背景下讨论了 EF 对学术影响概念化的研究结果的未来方向和影响。 （PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。