Simona Prosen (Author), Helena Smrtnik Vitulić (Author)

Abstract

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

izvršilne sposobnosti;duševni procesi;

Data

Language: English
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UL PEF - Faculty of Education
UDC: 159.9
COBISS: 10791241 Link will open in a new window
ISSN: 1330-6812
Views: 1328
Downloads: 149
Average score: 0 (0 votes)
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Other data

Secondary language: Unknown
Secondary keywords: personality development;developmental psychology;student;osebnostni razvoj;razvojna psihologija;študent;
Type (COBISS): Not categorized
Pages: str. 137-143
Volume: ǂVol. ǂ21
Issue: ǂno. ǂ2
Chronology: 2014
ID: 9064435