The impact of executive functions on English academic performance among Chinese primary school students: A network analysis

Background: In China, English is mandatory for all 8 to 9 year olds, and executive function is a key predictor of English achievement. However, prior studies have overlooked either the multidimensionality of English assessments or the component nature of executive function, resulting in inconsistent findings.Aims: This study simultaneously examines the relationships between executive function components (inhibitory control, working memory, cognitive flexibility) and English academic performance (listening, reading, writing), aiming to resolve literature controversies and establish a foundation for further causal exploration.Samples: The sample comprises 863 Chinese primary school students from the third to the fifth grade.Methods: A cross-sectional study employing network analysis and comparison was conducted to examine the relationship between executive function and English academic performance in Chinese primary school students.Results: The results indicate that working memory updating exerts a significant influence on various aspects of English academic performance. Working memory span and cognitive flexibility positively predict English writing, while response inhibition is the strongest predictor of reading. Regarding gender differences, working memory span negatively predicts listening in males, whereas it has a stronger positive impact on overall English academic performance in females.Conclusions: This study reveals the complex relationships between executive function components and various aspects of English academic performance, establishing a foundation for exploring their causal links and offering empirical support for targeted teaching strategies.