ArticleFrontiers in psychology2023
Culture, executive functions, and academic achievement.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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Who cites it
7 citing papers in PubMed, 12 citations in OpenAlex.
- Joint Developmental Trajectories of Irritability and Executive Function: Associations with Time-varying Psychopathological Problems among Chinese Adolescents.Research on child and adolescent psychopathology · 2026Article
- The relationship between secondary school exam performance and lifestyle behaviors at the onset of university education.Scientific reports · 2026Article
- Development and Preliminary Validation of a Pakistani Neuropsychological Test Assessment Battery-Pantab.Clinical neuropsychiatry · 2025Article
- Cross-cultural differences in students' reward addiction and punishment oversensitivity, self-regulation, school burnout, and cyber-aggression.Scientific reports · 2025Article
- Cognitive control and metacognitive awareness: do they shape academic achievement in university students?Frontiers in psychology · 2025Article
- Understanding the role of cognitive constructs employed in reading in global math and science achievement.Frontiers in psychology · 2024Article
- Examining normative values using the Cambridge neuropsychological test automated battery and developmental traits of executive functions among elementary school-aged children in Japan.Frontiers in psychology · 2023Article
Corrections and comments
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Authors and funding
4 authors at 4 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Although it is well known that children of East Asian immigrants show higher academic achievement than native-born North American children, the social-cognitive determinants of this difference remain poorly understood. Given the importance of executive functions (EF) for academic achievement, and evidence that EF develops more quickly in East Asian compared to North American cultures, it is conceivable that differences in academic achievement might be rooted in EF differences between these groups. We examine this possibility by reviewing evidence of cross-cultural differences in EF development but find core concepts and findings limited in several key respects. To address these limitations, we propose a framework for relating EF, culture, and academic achievement that draws on new theoretical ideas about the nature of EF and its relation to social context. We conclude by discussing avenues for future research on the relations between culture, executive functions, and academic achievement.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.