Executive function in different groups of university students
Prosen, Simona (Author), Smrtnik Vitulić, Helena (Author)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/3216/ This link opens in a new window

The present study analyses the executive function (EF) skills of 369 students of primary education (n = 116), preschool education (n = 72), social pedagogy (n = 54), and biology (n = 128). It explores how the different groups of students use selected executive skills and whether there are any differences between the groups in this respect. Eleven EF skills were self-assessed using the Executive Skills Questionnaire for Students (Dawson & Guare, 2010). All of the groups of students experienced difficulties rarely to sometimes when using EF skills. The groups of students demonstrated similar use of EF skills for Response Inhibition, Working Memory, Emotional Control, Planning, Meta-Cognition, and Goal Persistence, whereas significant differences appeared in Sustained Attention, Task Initiation, Organisation, Time Management, and Flexibility. In cases where differences appeared, the primary education students stood out as having the fewest difficulties with EF skills, while the biology and social pedagogy students reported the most difficulties. Given that executive functioning is important for students’ academic achievement, their everyday functioning, and their future work, university study programmes should encourage the development of EF skills among students by offering knowledge about them and supporting their efficient use.

Keywords:osebnostni razvoj
Work type:Not categorized (r6)
Organization:PEF - Faculty of Education
Publisher:Zagreb: Naklada Slap
Number of pages:137-143
Average score:(0 votes)
Your score:Voting is allowed only to logged in users.
AddThis uses cookies that require your consent. Edit consent...

Secondary language

Keywords:personality development

Similar documents

Similar works from RUL:
Similar works from other Slovenian collections:


Leave comment

You have to log in to leave a comment.

Comments (0)
0 - 0 / 0
There are no comments!