Executive functions show consistent positive meta-analytic associations with academic outcomes¶

Claim · All claims
Evidence · 1 study · review r2 · q2 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Meta-analyses report average correlations between EFs and reading (r = .31), math (r = .30), and overall academic performance (r = .37). → Ulrich Trautwein 2026

Evidence¶

Ulrich Trautwein 2026¶

Ulrich Trautwein, Janina Eberhart, Charlotte Dignath, Cavan V. Bonner, Brent W. Roberts. (2026). Self-Regulation Competence as a Superpower: An Integrated Framework for K-12. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10190-z

q2 · i2 · review · r2

The review narrates meta-analytic findings on EF–achievement associations, citing Jacob and Parkinson (2015) and Robson et al. (2020) with "overall average correlations" of r = .31 (reading), r = .30 (math), and r = .37 (academic performance).

"Meta-analyses consistently report positive associations between EFs and aca - demic outcomes (Jacob & Parkinson, 2015: overall average correlations between EFs and reading: r = .31 and EFs and math: r = .30; Robson et al., 2020: overall average correlations between EFs and academic performance: r = .37)."

Discussion¶

Related Claims¶

• Executive functions and working memory correlate moderately to strongly with mathematics achievement (r = .28 to .40), from preschool through elementary school — a narrower finding that bears on this claim
• Meta-analytic findings show small-to-medium relations between EF and academic performance, with cognitive flexibility showing the strongest effects — related
• Executive functions show significant associations with reading outcomes in elementary school children (meta-analysis of 60 studies, 275 effect sizes) — a narrower finding that bears on this claim
• Math achievement correlates more strongly with EF components than EF components correlate with each other in early childhood — a narrower finding that bears on this claim
• EF explains substantial achievement variance (about 20–60% in school children) while SRL shows positive but low-effect-size relations to achievement — related