Inhibitory control is moderately positively correlated with mathematical ability in elementary school children (r = 0.19)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i1 small
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Across 241 effect sizes from 86 independent samples of primary school children, inhibitory control shows a moderate positive correlation with mathematical ability. → Zhu 2025

Evidence¶

Zhu 2025¶

Zhu, X., Tang, Y., Lu, J., Song, M., Yang, C., & Zhao, X. (2025). Inhibitory Control and Mathematical Ability in Elementary School Children: A Preregistered Meta-Analysis. Educational Psychology Review, 37(1), 1. https://doi.org/10.1007/s10648-024-09976-w

q3 · i1 · quant-synthesis · r?

Preregistered three-level random-effects meta-analysis of 241 effect sizes from 86 samples (14,223 children, mean age 8.67 years). The pooled correlation was r = 0.19, 95% CI [0.14, 0.23], p < 0.001, described as "a moderate positive correlation". Effect sizes were heterogeneous within and between studies.

"The analysis yielded a moderate positive correlation between inhibitory control and mathematical ability (Lipsey & Wilson, 2001), r = 0.19, 95% CI [0.14, 0.23], p < 0.001 (see Table 1), indicating that better inhibitory control is correlated with superior mathematical ability."

Discussion¶

Learner Variables¶

• Executive Function — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Age, gender, developmental status, SES, and sample region do not significantly moderate the inhibitory control–mathematical ability correlation — related
• The inhibitory control–mathematical ability correlation does not differ across domains of mathematical ability — related
• Inhibitory control task does not significantly moderate the correlation overall, though the Random generation task shows a stronger association than Go/No-go and other tasks — related
• Interference inhibition correlates more strongly with mathematical ability than response inhibition — a narrower finding that bears on this claim
• Executive functions and working memory correlate moderately to strongly with mathematics achievement (r = .28 to .40), from preschool through elementary school — related