In today’s educational settings, adolescents are faced with increasingly complex and fast-paced situations in which to apply their knowledge. Adapting one’s thinking easily is crucial for successfully navigating changes in learning environments, potentially leading to better academic outcomes. The current study investigated the association between cognitive flexibility and academic achievement within a sample of 137 Slovenian early adolescents (53.3% females) enrolled in grades 6 through 8, with a mean age of 12.4 years. Cognitive flexibility was assessed through self-reports using the Behavior Rating Inventory of Executive Functions (BRIEF 2) and objective measures, such as the Trail Making Test (TMT; parts A and B). Adolescents’ academic achievement data at the end of the academic year were obtained from their classroom teachers. The findings indicate that adolescents who reported fewer difficulties with cognitive flexibility tended to perform better academically. Moreover, an objective measure of cognitive flexibility, as reflected by a lower ratio score on the Trail-Making Test significantly improved the prediction of higher academic achievement. The combined use of subjective and objective assessments of cognitive flexibility explained more variance in academic achievement than either measure alone. Gender and age did not significantly contribute to the prediction of adolescents’ academic achievement. These findings highlight the importance of using self-report and performance-based measures of cognitive flexibility when studying the executive functioning of adolescents. Additionally, the results support the need for evidence-based interventions focused on improving cognitive flexibility among adolescents, which could lead to better academic achievement.

Keywords: Cognitive flexibility, academic achievement, early adolescents, gender, age.