Inhibitory Control and Academic Performance in Arabic-Speaking Primary School Students

Kaddouri Hamid, Abdelaziz El Alaoui El Amrani and Mohammed El-Mir
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Kaddouri Hamid: PhD student at Higher School of Teachers, Meknes, Morocco
Abdelaziz El Alaoui El Amrani: Department of Educational Sciences, Higher School of Teachers, Department of Educational Sciences, Meknes, Morocco
Mohammed El-Mir: Department of Educational Sciences, Higher School of Teachers, Department of Educational Sciences, Meknes, Morocco

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 17, 400-407

Abstract: This Quasi-Experimental Study Examined the Relationship Between Inhibitory Control, Assessed Via Stroop Test (Speed And Accuracy), And Academic Performance in Arabic Language, Mathematics, And Grade Point Average (Gpa) Among 60 Primary School Students. A Correlational Design Was Employed To Determine Whether Stroop Test Performance Predicted Academic Outcomes. Descriptive Statistics And Spearman’s Rank Correlations Revealed A Significant Medium Negative Correlation Between Inhibitory Control Speed (Time To Complete Interference Task) And Mathematics Performance (R = -0.32, P = .012), Indicating That Faster Inhibition Was Associated With Higher Mathematics Scores. No Significant Correlations Were Found Between Speed And Arabic Language Or Gpa, Nor Between Accuracy (Uncorrected Errors) And Any Academic Outcome. These Findings Partially Support The Hypothesis That Inhibitory Control Is Linked To Academic Performance In Subjects With High Executive Function Demands, Such As Mathematics, But Suggest Limited Effects On Arabic Language And Overall Gpa. Finally, This Work Discussed Implications Of Educational Interventions Targeting Executive Functions.

Date: 2025
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