Predicting GPAs with Executive Functioning Assessed by Teachers and by Adolescents Themselves

Executive functions (EFs) show promise as important mediators of adolescent academic performance. However, the expense of measuring EFs accurately has restricted most field-based research on them to smaller, non-longitudinal studies of homogeneous populations with specific diagnoses. We therefore mo...

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Autores principales:	William Ellery Samuels, Nelly Tournaki, Stanley Sacks, JoAnn Sacks, Sheldon Blackman, Kenneth Byalin, Christopher Zilinski
Formato:	article
Lenguaje:	EN
Publicado:	Foxton Books 2019
Materias:	academic performance adolescence behavior rating inventory of executive function executive function gpa longitudinal validity Education L
Acceso en línea:	https://doaj.org/article/0bd69d1a1766423480e740154f63e8be
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spelling	oai:doaj.org-article:0bd69d1a1766423480e740154f63e8be2021-12-02T15:36:32ZPredicting GPAs with Executive Functioning Assessed by Teachers and by Adolescents Themselves 10.31757/euer.2322517-6323https://doaj.org/article/0bd69d1a1766423480e740154f63e8be2019-10-01T00:00:00Zhttp://www.eu-er.com//wp-content/uploads/2019/10/EUERV2-3-2-SAMUELS-ET-AL..pdfhttps://doaj.org/toc/2517-6323Executive functions (EFs) show promise as important mediators of adolescent academic performance. However, the expense of measuring EFs accurately has restricted most field-based research on them to smaller, non-longitudinal studies of homogeneous populations with specific diagnoses. We therefore monitored the development of 259 diverse, at-risk students’ EFs as they progressed from 6th through 12th grade. Teachers completed the Behavior Rating Inventory of Executive Function (BRIEF) for a random subset of their students. At that same time, those same students completed the Behavior Rating Inventory of Executive Function-Self Report (BRIEF-SR) about themselves; teachers generally reported stronger EFs in students than students reported in themselves. Results further indicated that both BRIEF and BRIEF-SR Global Executive Composite (GEC) scores—measures of overall executive functioning—significantly predicted overall GPAs more than was already predicted by students’ gender, IEP status, and eligibility for free/reduced school lunch. BRIEF (teacher) scores were better predictors and contributed more to predictive accuracy than the BRIEF-SR (student) scores; BRIEF scores even added additional predictiveness to a model already containing BRIEF-SR scores, while the reverse did not hold. This study provides evidence for valid use of BRIEF and BRIEF-SR GEC scores to predict middle and high school GPAs, thereby supporting practitioners use for this purpose within similar, diverse, at-risk populations. The study also illuminates some of the EF development for this population during adolescence.William Ellery SamuelsNelly Tournaki Stanley Sacks JoAnn Sacks Sheldon BlackmanKenneth ByalinChristopher Zilinski Foxton Booksarticleacademic performanceadolescencebehavior rating inventory of executive functionexecutive functiongpalongitudinalvalidityEducationLENThe European Educational Researcher, Vol 2, Iss 3, Pp 173-194 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic performance adolescence behavior rating inventory of executive function executive function gpa longitudinal validity Education L
spellingShingle	academic performance adolescence behavior rating inventory of executive function executive function gpa longitudinal validity Education L William Ellery Samuels Nelly Tournaki Stanley Sacks JoAnn Sacks Sheldon Blackman Kenneth Byalin Christopher Zilinski Predicting GPAs with Executive Functioning Assessed by Teachers and by Adolescents Themselves
description	Executive functions (EFs) show promise as important mediators of adolescent academic performance. However, the expense of measuring EFs accurately has restricted most field-based research on them to smaller, non-longitudinal studies of homogeneous populations with specific diagnoses. We therefore monitored the development of 259 diverse, at-risk students’ EFs as they progressed from 6th through 12th grade. Teachers completed the Behavior Rating Inventory of Executive Function (BRIEF) for a random subset of their students. At that same time, those same students completed the Behavior Rating Inventory of Executive Function-Self Report (BRIEF-SR) about themselves; teachers generally reported stronger EFs in students than students reported in themselves. Results further indicated that both BRIEF and BRIEF-SR Global Executive Composite (GEC) scores—measures of overall executive functioning—significantly predicted overall GPAs more than was already predicted by students’ gender, IEP status, and eligibility for free/reduced school lunch. BRIEF (teacher) scores were better predictors and contributed more to predictive accuracy than the BRIEF-SR (student) scores; BRIEF scores even added additional predictiveness to a model already containing BRIEF-SR scores, while the reverse did not hold. This study provides evidence for valid use of BRIEF and BRIEF-SR GEC scores to predict middle and high school GPAs, thereby supporting practitioners use for this purpose within similar, diverse, at-risk populations. The study also illuminates some of the EF development for this population during adolescence.
format	article
author	William Ellery Samuels Nelly Tournaki Stanley Sacks JoAnn Sacks Sheldon Blackman Kenneth Byalin Christopher Zilinski
author_facet	William Ellery Samuels Nelly Tournaki Stanley Sacks JoAnn Sacks Sheldon Blackman Kenneth Byalin Christopher Zilinski
author_sort	William Ellery Samuels
title	Predicting GPAs with Executive Functioning Assessed by Teachers and by Adolescents Themselves
title_short	Predicting GPAs with Executive Functioning Assessed by Teachers and by Adolescents Themselves
title_full	Predicting GPAs with Executive Functioning Assessed by Teachers and by Adolescents Themselves
title_fullStr	Predicting GPAs with Executive Functioning Assessed by Teachers and by Adolescents Themselves
title_full_unstemmed	Predicting GPAs with Executive Functioning Assessed by Teachers and by Adolescents Themselves
title_sort	predicting gpas with executive functioning assessed by teachers and by adolescents themselves
publisher	Foxton Books
publishDate	2019
url	https://doaj.org/article/0bd69d1a1766423480e740154f63e8be
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Predicting GPAs with Executive Functioning Assessed by Teachers and by Adolescents Themselves

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