| Description |
Research has demonstrated a positive correlation between Executive Functioning (EF) and Grade Point Average (GPA; Duckworth, Tsukayama, & May, 2010; Latzman, Elkovitch, Young, & Clark, 2010; Knouse, Feldman, & Blevins, 2014). However, previous studies have failed to give a comprehensive view of all aspects of EF, instead focusing on at most three or four specific components and their relationship to GPA. In the current study, the Comprehensive Executive Function Inventory (CEFI) was used to measure nine different aspects of EF. Students' GPA's along with demographic information and number of hours spent studying were gathered using self-report. Statistical analyses were conducted evaluating the relationship between EF and reported GPA. Working memory and hours spent studying were significantly correlated with GPA; eight other subscales of EF as well as overall EF scores did not prove to be significantly correlated with GPA. These results give a fuller picture of the relationship between EF and GPA, showing which aspects of executive functioning are most strongly connected to academic success. |
