ArticleFrontiers in psychology2022
The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled it.
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10 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Comprehensive Review and Meta-Analysis of Psychological and Pharmacological Treatment for Intermittent Explosive Disorder: Insights From Both Case Studies and Randomized Controlled Trials.Clinical psychology & psychotherapyPooled it
- Exercise Interventions and Attentional Performance in Children and Adolescents: Evidence from Randomized Controlled Trials.Sports (Basel, Switzerland) · 2026Review
- Resilience and coping styles mediate the associations of autistic and ADHD traits with internet addiction in general adolescents.Scientific reports · 2026Article
- The Impact of Chinese Martial Arts Sanda Training on Cognitive Control and ERP: An EEG Sensors Study.Sensors (Basel, Switzerland) · 2025Article
- Effects of Bilingualism on Executive Function of Children with Neurodevelopmental Disorders: A Scoping Review.Children (Basel, Switzerland) · 2025Review
- Developmental Coordination Disorder in Preschool-Aged Children: A Neuropsychological Perspective on Visuospatial Working Memory and Attentional, Planning, and Decision-Making Processing in Relation to Fundamental Movement Skills.Children (Basel, Switzerland) · 2025Article
- Article
- The Whole Day Movement Matters to Executive Function Among College Students.Behavioral sciences (Basel, Switzerland) · 2025Article
- Neurodevelopmental Vulnerability in Alzheimer's Disease and Frontotemporal Dementia.European journal of neurology · 2025Article
- The mediating effects of mobile phone use on ADHD and educational outcomes: a two-step Mendelian randomisation study.Frontiers in psychiatry · 2024Article
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Abstract
Difficulties with executive function have often been identified in individuals with various neurodevelopmental disorders such as Autism Spectrum Disorder (ASD), Attention-Deficit Hyperactivity Disorder (ADHD), and Developmental Co-ordination Disorder (DCD). Additionally, in childhood and adolescence, executive functioning is an important predictor of academic achievement. However, less research has explored these relationships in adult students, and those with a high level of neurodevelopmental disorder traits but no clinical diagnosis. Therefore, the current study aimed to assess whether ASD, ADHD, and DCD traits can predict academic achievement in university students, and whether traits of these neurodevelopmental conditions moderate the relationship between executive function and academic achievement. Both neurotypical students and those with a clinical diagnosis of a neurodevelopmental disorder were able to participate, with the majority being neurotypical. Participants completed four self-report questionnaires and provided a measure of academic achievement based on their university assignment results. Traits of ASD, ADHD, and DCD alone did not predict achievement, however, traits of ADHD and DCD significantly moderated the relationship between executive function and academic achievement. ASD traits did not significantly moderate this relationship. Implications and suggestions for future research are also discussed.
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