Personality factors in elementary school children: Contributions to academic performance over and above executive functions?

Unique contributions of Big Five personality factors to academic performance in young elementary school children were explored. Extraversion and Openness (labeled “Culture” in our study) uniquely contributed to academic performance, over and above the contribution of executive functions in first and second grade children (N = 446). Well established associations between Conscientiousness and academic performance, however, could only be replicated with regard to zero-order correlations. Executive functions (inhibition, updating, and shifting), for their part, proved to be powerful predictors of academic performance. Results were to some extent dependent on the criterion with which academic performance was measured: Both personality factors had stronger effects on grades than on standardized achievement tests, whereas the opposite was true for executive functions. Finally, analyses on gender differences revealed that Extraversion and Openness/Culture played a more dominant role in girls than in boys, but only regarding grades.

Linking executive functions and procedural metacognition

Traditionally, researchers have discussed executive function and metacognition independently. However, more recently, theoretical frameworks linking these two groups of higher order cognitive processes have been advanced. In this article, we explore the relationship between executive function and procedural metacognition, and summarize theoretical similarities. From a developmental perspective, the assumed theoretical resemblances seem to be supported, considering development trajectories and their substantial impact on areas that include learning and memory. Moreover, empirical evidence suggests direct relationships on the task level, on the level of latent variables, and in terms of involved brain regions. However, research linking the two concepts directly remains rare. We discuss evidence and developmental mechanisms, and propose ways researchers can investigate links between executive function and procedural metacognition.

Europeanization and the inclusive strategies of executive actors

In Europeanized policy domains, executive actors are considered especially powerful because they are directly responsible for international negotiations. However, in order to avoid failing in the ratification process, they are also highly dependent on the support of domestic, non-state actors. We argue that in Europeanized decision-making processes, state actors are not passively lobbied, but actively seek collaboration with - and support from - domestic actors. We apply stochastic actor-based modelling for network dynamics to collaboration data on two successive bilateral agreements on the free movement of persons between Switzerland and the European Union (EU). Results confirm our hypotheses that state actors are not passively lobbied, but actively look for collaboration with other actors, and especially with potential veto players and euro-sceptical actors from both the conservative Right and the Left.