摘要：Executive functions (EF) such as self-monitoring, planning, and organizing are known
to develop through childhood and adolescence. They are of potential importance for
learning and school performance. Earlier research into the relation between EF and school
performance did not provide clear results possibly because confounding factors such
as educational track, boy-girl differences, and parental education were not taken into
account. The present study therefore investigated the relation between executive function
tests and school performance in a highly controlled sample of 173 healthy adolescents
aged 12–18. Only students in the pre-university educational track were used and the
performance of boys was compared to that of girls. Results showed that there was no
relation between the report marks obtained and the performance on executive function
tests, notably the Sorting Test and the Tower Test of the Delis-Kaplan Executive Functions
System (D-KEFS). Likewise, no relation was found between the report marks and the
scores on the Behavior Rating Inventory of Executive Function—Self-Report Version
(BRIEF-SR) after these were controlled for grade, sex, and level of parental education. The
findings indicate that executive functioning as measured with widely used instruments
such as the BRIEF-SR does not predict school performance of adolescents in preuniversity
education any better than a student’s grade, sex, and level of parental education.
