Abstract

The wide-ranging abilities falling under the umbrella of executive functioning (EF) have been suggested to be associated with the capacity to perform well academically. The present study explored the association between various aspects of EF, including conceptual flexibility, monitoring and inhibition, and academic performance in a local adolescent sample. Results lent support to the multidimensionality of EF. Specifically, motor inhibition and cognitive inhibition were identified as separable components of the construct of inhibition. Among the three EF dimensions, conceptual flexibility was found to have significant contribution in predicting academic achievement. Findings were discussed with reference to the local education context and the methodological issues involved in the present study.