Contribution of executive function on the prediction of learning quality, early language ability, and mathematical ability in preschool children in Sultanate Oman

The aim was to investigate the predictive effect of executive function on learning quality, early language ability, and mathematical ability in preschool children aged 4-6 in Sultanate Oman. A cross-sectional mediation model in which learning quality mediated the relationship between executive function and early mathematical and language abilities was used. Five kindergartens were selected from Oman. One small, one medium, and one large class were randomly selected from each kindergarten, for a total of 15 classes. In each class, teachers selected 10-20 children with average performance, totaling 270 children, of whom 140 were girls (51.8%). There were 130 boys (48.2%). This study yielded the following findings: (1) executive function has a significant positive predictive effect on learning quality and early-stage language and mathematical abilities; and (2) learning quality plays a partial mediating role in the relationship between executive function and early-stage mathematical abilities, but has no mediating role in the relationship between executive function and early-stage language abilities.