Socio-economic Status Exceeds Executive Function as a Central Role Player in Academic Achievement of Grade 7 Primary School Boys and Girls: the NW-CHILD Study-Reference-Cited by-同舟云学术

Socio-economic Status Exceeds Executive Function as a Central Role Player in Academic Achievement of Grade 7 Primary School Boys and Girls: the NW-CHILD Study

Published:2023-01-23 Issue:2 Volume:31 Page:318-341
ISSN:2358-1883
Container-title:Trends in Psychology
language:en
Short-container-title:Trends in Psychol.

Author:

De Waal Elna^ORCID,Kruger Ankebé^ORCID,Pienaar Anita E.^ORCID

Publisher

Springer Science and Business Media LLC

Subject

General Psychology

Link

https://link.springer.com/content/pdf/10.1007/s43076-022-00252-w.pdf

Reference57 articles.

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3. Bellibaş, M. S. (2016). Who are the most disadvantaged? Factors associated with the achievement of students with low socioeconomic backgrounds. Educational Sciences: Theory & Practice, 16(2), 691–710. https://doi.org/10.12738/estp.2016.2.0257

4. Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660. https://doi.org/10.1111/j.1467-8624.2010.01499.x

5. Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327–336. https://doi.org/10.1016/j.lindif.2011.01.007