The combined value of executive functions and self-regulated learning to predict differences in study success among higher education students.

ABSTRACT:

Introduction

Self-regulated learning (SRL) has traditionally been associated with study success in higher education. In contrast, study success is still rarely associated with executive functions (EF), while it is known from neuropsychological practice that EF can influence overall functioning and performance. However some studies have shown relationships between EF and study success, but this has mainly been investigated in school children and adolescents. EF refer to higher-order cognitive processes to regulate cognition, behavior, and emotion in service of adaptive and goal-directed behaviors. SRL is a dynamic process in which learners activate and maintain cognitions, affects, and behaviors to achieve personal learning goals. This study explores the added value of including EF

SUBMITTER: Manuhuwa DM 

PROVIDER: S-EPMC10795759 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature