Longitudinal relations of executive functions to academic achievement and wellbeing in adolescence
Bibliographic record
Abstract
Introduction Executive functions (EFs) are essential for cognitive, social, and emotional competence and have important implications for developmental outcomes across the lifespan. Limited research has explored how EFs relate to academic achievement and well-being specifically in adolescence over time. This study investigated relations of EFs to grade point average (GPA) and well-being (life satisfaction, depressive symptoms) from early to late adolescence. Methods Data were collected using multiple methods from 65 students in 4th and 5th grades and then again in 11th and 12th grades. Results Results revealed that EFs and depressive symptoms in early adolescence predicted GPA eight years later. EFs and life satisfaction were also correlated in late adolescence. Discussion Given the malleability of EFs, these findings suggest early interventions to enhance EFs may improve academic achievement in high school.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".