The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students

Southon, Chloe · 2022 · Crossref

DOI: 10.3389/fpsyg.2022.958013

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Summary

This study investigates the relationship between executive function (EF), neurodevelopmental disorder (NDD) traits, and academic achievement in university students. While EF is a known predictor of academic success in childhood and is often impaired in conditions like Autism Spectrum Disorder (ASD), Attention-Deficit Hyperactivity Disorder (ADHD), and Developmental Coordination Disorder (DCD), research on these dynamics in adults—particularly those with high trait levels but no clinical diagnosis—remains limited. The study aimed to determine if ASD, ADHD, and DCD traits predict academic achievement and whether these traits moderate the relationship between EF and academic performance. The research employed a correlational design with 158 university students (87.3% female, mean age 21.31), comprising both neurotypical individuals and those with clinical diagnoses. Data were collected online using four self-report questionnaires: the Amsterdam Executive Function Inventory (AEFI) for EF, the Autism Quotient (AQ) for ASD traits, the Adult ADHD Self-Report Scale (ASRS) for ADHD traits, and the Adult DCD Checklist (ADC) for DCD traits. Academic achievement was measured by the mean score of the first and most recent university assignments of the academic year. Statistical analyses included Pearson correlations, multiple regression to test predictive power, and moderation analysis using the PROCESS macro to assess interaction effects. The results indicated that ASD, ADHD, and DCD traits alone did not significantly predict academic achievement, accounting for only 2% of the variance in a non-significant regression model. However, moderation analysis revealed that ADHD and DCD traits significantly moderated the relationship between executive function and academic achievement. Specifically, the strength of the association between EF and academic success varied depending on the level of ADHD and DCD traits. In contrast, ASD traits did not significantly moderate this relationship. Correlation data showed significant associations between ASD and ADHD traits, as well as between ASD and DCD traits, but no significant correlation between EF and academic achievement in the overall sample. These findings suggest that while neurodevelopmental traits do not directly determine academic outcomes in university students, they influence how executive function impacts academic performance. The significant moderation effects for ADHD and DCD imply that students with higher levels of these traits may rely differently on executive functioning skills to achieve academically compared to those with lower trait levels. This highlights the importance of considering NDD traits when evaluating academic support needs, particularly for students who may not have a clinical diagnosis but exhibit high trait levels. The study underscores the need for targeted interventions that address executive function deficits in the context of specific neurodevelopmental profiles to support academic success in higher education.

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• cognitive impairment