Examining the Role of Calibration of Executive Function Performance in College Learners' Regulation
Author: Follmer, D. Jake
Publication info: Applied Cognitive Psychology Vol. 35, Iss. 3, (May 2021): 646-658.
Abstract: This study examined learners' calibration of their executive function performance and the contribution of learners' calibration accuracy to their self-regulated learning. A measure of calibration bias of EF performance is introduced and an evaluation of the utility of the measure is presented. Direct and indirect measures of EF, an assessment of students' metacognitive strategy use, and academic achievement information were obtained from a sample of 189 college learners. Findings revealed that students who were overconfident in their appraisal of their EF performance obtained significantly higher scores on a criterion self-report measure of EF. Evaluation of hierarchical regression analyses revealed that learners' ability to monitor their EF performance predicted criterion measures of EF and metacognitive strategy use, and accounted for unique variance in both outcomes after controlling for their academic achievement. The utility of this calibration bias measure as well as implications for future research are discussed.
Links:
Subject: Executive Function; College Students; Learning Strategies; Self Management; Bias; Metacognition; Academic Achievement; Measurement Techniques
Identifier / keyword: Higher Education Postsecondary Education
Education level: Higher Education, Postsecondary Education
Publication title: Applied Cognitive Psychology
Volume: 35
Issue: 3
Pages: 646-658
Publication date: 2021
Printer/Publisher: Wiley; Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030; https://www.wiley.com/en-us; Tel.: 800-835-6770
Publisher e-mail: cs-journals@wiley.com
ISSN: 0888-4080
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1002/acp.3787
Accession number: EJ1294115
ProQuest document ID: 2540366717
Last updated: 2021-06-13
Database: ERIC
Inhibition and Conceptual Learning in Science: A Review of Studies
Author: Mason, Lucia; Zaccoletti, Sonia
Publication info: Educational Psychology Review Vol. 33, Iss. 1, (Mar 2021): 181-212.
Abstract: Recent research about the learning of science has suggested that misconceptions are not replaced by scientific conceptions and extinguished once conceptual change has occurred. Rather, misconceptions still exist alongside the acquired scientific conceptions and must be suppressed in order to use scientific conceptions. Our goal in this review is to understand the conditions under which the executive function of inhibition plays a role in conceptual learning in science domains. We reviewed 18 articles in the extant literature that report investigations involving students at different educational levels, from primary to higher education, in order to identify how inhibition and science conceptual learning are measured and the conditions in which a link between the executive function and the outcome variable emerges. Part of the reviewed studies are based on behavioral data, while the others are based on both behavioral and brain imaging data. The review shows that the majority of the studies at each educational level reveal that inhibition contributes to topic-specific learning in science domains, or to overall academic achievement in science. Neuroscientific studies provide evidence that inhibition is recruited during the execution of tasks that require suppression of misconception interference. Comprehensive models of conceptual change should consider inhibitory control, which may also account for individual differences in this process.
Links:
Subject: Inhibition; Learning Processes; Scientific Concepts; Misconceptions; Executive Function; Elementary School Students; Secondary School Students; College Students; Science Achievement; Neurosciences; Interference (Learning); Individual Differences
Identifier / keyword: Elementary Education Secondary Education Higher Education Postsecondary Education
Education level: Elementary Education, Secondary Education, Higher Education, Postsecondary Education
Publication title: Educational Psychology Review
Volume: 33
Issue: 1
Pages: 181-212
Publication date: 2021
Printer/Publisher: Springer; Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004; https://link.springer.com/; Tel.: 800-777-4643 , Fax: 212-460-1700
Publisher e-mail: customerservice@springernature.com
ISSN: 1040-726X
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1007/s10648-020-09529-x
Accession number: EJ1291229
ProQuest document ID: 2540414894
Last updated: 2021-06-13
Database: ERIC
Divergent Learning Experiences in Sports Enhance Cognitive Executive Functions and Creativity in Students
Author: Büning, Christian; Jürgens, Lara; Lausberg, Hedda
Publication info: Physical Education and Sport Pedagogy Vol. 26, Iss. 4, (2021): 402-416.
Abstract: Background: Studies have reported positive effects of physical activity on cognitive executive functions, such as inhibitory control and creativity. These studies predominantly compared scenarios of sports participation vs. no sports participation or reduced sports to simple aerobic exercises. However, whether the type or intensity of physical activity matters has not been clarified. Purpose: This study investigates creativity development in sports study programs, which fully capture the real-world physical and mental involvement of students, by comparing two study programs representing different approaches on how to accumulate knowledge and expertise in sports. In the divergence-oriented study program (DOSP), students participate in variety of noncompetitive sports throughout their studies. In the convergence-oriented study program (COSP), students focus on optimizing performance in a well-defined area of competitive sports. The hypothesis that divergent learning experiences in sports have a more positive influence on creativity than convergent learning experiences was tested. Method: Cognitive inhibitory strategies (Ruff Figural Fluency Test) and creativity (Figural Torrance Test of Creative Thinking) were compared in sport students from DOSP (n=33) and COSP (n=35). To examine the study period's influence, students were tested at the beginning and end of their studies. Findings: Creativity scores of DOSP students significantly increased in four out of five creativity measures (fluency, originality, elaboration, and resistance to premature closure) within two years, while those of COSP students declined significantly. However, both student groups incorporated significantly more cognitive strategies to fulfill the tasks. DOSP students used these strategies to produce more responses (fluency), leading to original and elaborated responses, while COSP students produced significantly fewer errors. Conclusions: The claim that physical activity has a generally positive influence on fluency does not correspond to our findings. We, therefore, conclude that not physical activities per se, rather the divergent learning experiences in sports positively influence creativity. Since fluency only improved in DOSP, we predict that fluid thinking benefits vastly from divergent learning experiences. Furthermore, we found evidence that the mechanism of high fluency in the divergent study group is partly related to cognitive inhibitory strategies. Therefore, study program coordinators should redesign sport curricula based on process-oriented learning opportunities in sports. This includes a shift away from early specialization and toward broad-based education and versatility training to prepare students to better adapt to the ever-changing societal needs. To enable teachers to promote students' creative potential, study program coordinators alongside universities must support teachers in receiving adequate training to shift from being controllers to facilitators in favor of promoting process-orientation and active, self-regulated knowledge construction in students.
Links:
Subject: Athletics; Executive Function; Creativity; Physical Activities; Performance; Learning Experience; Cognitive Processes; Inhibition; Program Effectiveness; Teaching Methods; Creative Thinking; Thinking Skills; Foreign Countries; Cognitive Ability; College Students
Location: Germany
Identifier / keyword: Higher Education Postsecondary Education
Education level: Higher Education, Postsecondary Education
Publication title: Physical Education and Sport Pedagogy
Volume: 26
Issue: 4
Pages: 402-416
Publication date: 2021
Printer/Publisher: Routledge; Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106; http://www.tandf.co.uk/journals; Tel.: 800-354-1420 , Fax: 215-207-0050
ISSN: 1740-8989
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1080/17408989.2020.1812056
Accession number: EJ1302418
ProQuest document ID: 2560453543
Last updated: 2021-08-12
Database: ERIC
Search: Scholarly journals, 2010-2029, Higher education, Peer reviewed
Contributions of Executive Function and Cognitive Intrinsic Motivation to University Students' Reading Comprehension
Author: Cartwright, Kelly B.; Lee, Sherman A.; Taboada Barber, Ana; DeWyngaert, Laura U.; Lane, Amanda B.; Singleton, Terrain
Publication info: Reading Research Quarterly Vol. 55, Iss. 3, (Jul 2020): 345-369.
Abstract: Reading comprehension is an incredibly complex, purposeful activity that involves simultaneous orchestration and integration of multiple processes. However, dominant perspectives suggest that two clusters of skills, word reading and language comprehension, account for successful reading. Such two-factor models are problematic because they do not easily account for complexities in reading comprehension processes or for contributions to reading comprehension of other individual difference variables related to the purposeful nature of reading, such as executive functions (EFs) and intrinsic motivation. Further, simple models may lead to oversimplification of research questions, curricula, and instructional practices, causing researchers and educators to miss important contributors to reading comprehension necessary for students to develop into skilled readers. In this study, the authors assessed the unique contributions of EFs, both domain-general and reading-specific, and cognitive intrinsic motivation (i.e., the desire to engage in effortful cognitive activities) to reading comprehension in 122 university students beyond language comprehension and word-reading skills. Findings confirm unique contributions of cognitive intrinsic motivation and reading-specific EF to students' reading comprehension beyond established predictors and domain-general EFs. Findings also suggest complexities, such as impacts of language comprehension on word reading, as well as impacts of cognitive intrinsic motivation on both language and reading comprehension, that should be considered in theory and practice. Finally, because reading-specific EF contributed to reading comprehension directly and indirectly beyond controls, these findings underscore the importance of applying knowledge of EF to specific reading processes to better support students who struggle to understand text.
Links:
Subject: College Students; Executive Function; Reading Motivation; Reading Comprehension; Reading Processes; Individual Differences
Identifier / keyword: Higher Education Postsecondary Education
Education level: Higher Education, Postsecondary Education
Publication title: Reading Research Quarterly
Volume: 55
Issue: 3
Pages: 345-369
Publication date: 2020
Printer/Publisher: Wiley; Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030; https://www.wiley.com/en-us; Tel.: 800-835-6770
Publisher e-mail: cs-journals@wiley.com
ISSN: 0034-0553
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1002/rrq.273
Accession number: EJ1260761
ProQuest document ID: 2458993928
Document URL: https://www.proquest.com/scholarly-journals/contributions-executive-function-cognitive/docview/2458993928/se-2?accountid=10639
Last updated: 2021-05-28
Database: ERIC
Characteristics of ADHD Related to Executive Function: Differential Predictions for Creativity-Related Traits
Author: Taylor, Christa L.; Zaghi, Arash E.; Kaufman, James C.; Reis, Sally M.; Renzulli, Joseph S.
Publication info: Journal of Creative Behavior Vol. 54, Iss. 2, (Jun 2020): 350-362.
Abstract: Although the relationship between creativity and ADHD is uncertain, recent studies examining how dimensionally assessed characteristics of ADHD relate to creativity and divergent thinking in adults suggest an occasional positive, linear relationship between the constructs. However, the executive functions proposed to underlie characteristics of ADHD have not been examined in relation to creativity. This study was conducted to determine how different characteristics of ADHD related to executive functioning (as assessed by the Brown ADD Scales) predict different components of figural divergent thinking, intellectual risk-taking, and creative self-efficacy. Undergraduate engineering students (N = 60) completed the Brown ADD Scales, a figural divergent thinking task, and self-report measures of intellectual risk-taking and creative self-efficacy. A series of multivariate regression models demonstrated that several components of divergent thinking (i.e., fluency, originality, and resistance to closure) were predicted by different characteristics of ADHD. Although fluency was predicted by affect only and originality was predicted by activation only, resistance to closure was predicted by activation, effort, and attention. Additionally, intellectual risk-taking was predicted by memory, effort, and activation, whereas creative self-efficacy was predicted by effort. The implications of these results relating to the relationship between ADHD and creativity, as well as for engineering undergraduate education are discussed.
Links:
Subject: Attention Deficit Hyperactivity Disorder; Executive Function; Creativity; Creative Thinking; Self Efficacy; Risk; Undergraduate Students; Engineering Education; Predictor Variables; Student Characteristics
Identifier / keyword: Higher Education Postsecondary Education
Education level: Higher Education, Postsecondary Education
Sponsor: National Science Foundation (NSF), Division of Engineering Education and Centers (EEC)
IES grant or contract numbers: 1441826
Publication title: Journal of Creative Behavior
Volume: 54
Issue: 2
Pages: 350-362
Publication date: 2020
Printer/Publisher: Wiley-Blackwell; 350 Main Street, Malden, MA 02148; http://www.wiley.com/WileyCDA; Tel.: 800-835-6770 , Fax: 781-388-8232
Publisher e-mail: cs-journals@wiley.com
ISSN: 0022-0175
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report
Contract number: 1441826
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1002/jocb.370
Accession number: EJ1257095
ProQuest document ID: 2459007707
Last updated: 2021-05-28
Database: ERIC
Proofreading by Students: Implications of Executive and Non-Executive Components of Working Memory in the Detection of Phonological, Orthographical, and Grammatical Errors
Author: Larigauderie, Pascale; Guignouard, Coralie; Olive, Thierry
Publication info: Reading and Writing: An Interdisciplinary Journal Vol. 33, Iss. 4, (Apr 2020): 1015-1036.
Abstract: The present research studied the role of the non-executive and executive components of working memory in the detection of phonological, orthographical, and grammatical spelling errors. Before performing error detection tasks, undergraduate participants completed a battery of tasks to evaluate their non-executive (verbal and visuospatial storage) and executive (coordination of verbal and visuospatial storage, and processing; strategic retrieval from long-term memory; effortful shifting) functions supporting working memory. The analyses found that phonological errors were better detected than grammatical errors, followed by orthographical errors. Visuospatial storage and coordination of verbal storage and processing were significant predictors of the detection of phonological and orthographical errors. Effortful shifting was a significant predictor only of the detection of orthographical errors, while strategic retrieval from long-term memory was the only predictor of the detection of grammatical errors. Generally, in the verbal domain, the executive component of working memory appeared to be more involved than the non-executive component, whereas in the visuospatial domain, the non-executive component appeared to be more involved than the executive component.
Links:
Subject: Proofreading; Short Term Memory; Phonology; Grammar; Spelling; Error Patterns; Task Analysis; Undergraduate Students; Spatial Ability; Visual Perception; Predictor Variables; Verbal Ability; Role; Language Processing; Error Analysis (Language)
Identifier / keyword: Higher Education Postsecondary Education
Education level: Higher Education, Postsecondary Education
Publication title: Reading and Writing: An Interdisciplinary Journal
Volume: 33
Issue: 4
Pages: 1015-1036
Publication date: 2020
Printer/Publisher: Springer; Available from: Springer Nature. 233 Spring Street, New York, NY 10013; https://link.springer.com/; Tel.: 800-777-4643 , Fax: 212-348-4505
Publisher e-mail: customerservice@springernature.com
ISSN: 0922-4777
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1007/s11145-019-10011-6
Accession number: EJ1249707
ProQuest document ID: 2459007011
Last updated: 2021-05-25
Database: ERIC
Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students
Author: Dijkhuis, Renée; de Sonneville, Leo; Ziermans, Tim; Staal, Wouter; Swaab, Hanna
Publication info: Journal of Autism and Developmental Disorders Vol. 50, Iss. 4, (Apr 2020): 1353-1363.
Abstract: Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adults with ASD (M[subscript age] = 22.5, SD = 2.4, 72% male). Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. It is suggested that EF is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention.
Links:
Subject: Autism; Pervasive Developmental Disorders; Symptoms (Individual Disorders); Executive Function; Academic Achievement; Students with Disabilities; Higher Education; Short Term Memory; Young Adults; Males; Severity (of Disability)
Identifier / keyword: Higher Education Postsecondary Education
Education level: Higher Education, Postsecondary Education
Publication title: Journal of Autism and Developmental Disorders
Volume: 50
Issue: 4
Pages: 1353-1363
Publication date: 2020
Printer/Publisher: Springer; Available from: Springer Nature. 233 Spri ng Street, New York, NY 10013; https://link.springer.com/; Tel.: 800-777-4643 , Fax: 212-348-4505
Publisher e-mail: customerservice@springernature.com
ISSN: 0162-3257
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1007/s10803-019-04267-8
Accession number: EJ1249688
ProQuest document ID: 2459000631
Last updated: 2021-05-25
Database: ERIC
Predictors of Positive Development in First-Year College Students
Author: Brewer, Sarah E. ; Nicotera, Nicole; Veeh, Chrisopher; Laser-Maira, Julie Anne
Publication info: Journal of American College Health Vol. 66, Iss. 8, (2018): 720-730.
Abstract: Objective: Emerging adulthood is an important phase in the transition to adulthood. Emerging adults experience minimal social control and incomplete development of executive functioning leaving this age-group at risk for misusing this newfound independence. Hence, it is important to understand pathways to support positive development (PD) outcomes. In this study, we examined the relationship between participation in civically engaged learning and PD among first-year college students. Participants: First-year college students (N = 225) were surveyed during the 2012-2013 academic year. Methods: Students were surveyed on measures of PD and engaged learning prior to the beginning (initial survey) and at the end of the first year (final survey) of their undergraduate education. Stepwise linear regression was used to examine the influence of engaged learning on PD outcomes. Results: Engaged learning during the academic year predicted flourishing and students' civic frequency. Also, faith-affiliation and parents' civic frequency contributed to students' civic frequency. Conclusions: Our interpretation of the findings suggests that engaged learning and family role modeling may promote PD among first-year undergraduate students.
Links:
Subject: Predictor Variables; College Freshmen; Executive Function; Student Adjustment; Student Attitudes; At Risk Persons; Individual Development; Correlation; Citizen Participation; Student Participation; Learner Engagement; Religious Factors; Parent Child Relationship; Family Role; Role Models; Well Being; Private Colleges
Identifier / keyword: Higher Education Postsecondary Education
Education level: Higher Education, Postsecondary Education
Publication title: Journal of American College Health
Volume: 66
Issue: 8
Pages: 720-730
Number of pages: 12
Publication date: 2018
Printer/Publisher: Taylor & Francis; Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106; http://www.tandf.co.uk/journals; Tel.: 800-354-1420 215-625-8900 , Fax: 215-207-0050
ISSN: 0744-8481
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report, 080: Journal Articles, 143: Reports - Research
Number of references: 56
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1080/07448481.2018.1440567
Accession number: EJ1205478
ProQuest document ID: 2228672379
Document URL: https://www.proquest.com/scholarly-journals/predictors-positive-development-first-year/docview/2228672379/se-2?accountid=10639
Last updated: 2021-02-11
Database: ERIC
What Measures of Program Quality Tell Us about the Importance of Executive Function: Implications for Teacher Education and Preparation
Author: Neitzel, Jennifer
Publication info: Journal of Early Childhood Teacher Education Vol. 39, Iss. 3, (2018): 181-192.
Abstract: In recent years, increased attention has been given to executive function and its relationship to the overall learning and development of young children. Because of this, it is essential that educators have the skills needed to effectively facilitate the development of executive function throughout early childhood. The focus of the current paper is to provide early childhood practitioners, teacher educators, and researchers with (1) background information about executive function, and (2) findings from a recent large-scale study that provide preliminary information about specific aspects of the learning environment that may support executive function development. In addition, a discussion surrounding implications for practice, particularly related to supporting pre- and in-service teachers as they acquire the skills needed to effectively support young children's development of executive function skills, is provided. Finally, potential avenues of future research that focus on understanding the role of the learning environment on executive function development are outlined.
Links:
Subject: Educational Quality; Executive Function; Child Development; Preservice Teacher Education; Inservice Teacher Education; Short Term Memory; Inhibition; Correlation; Teacher Characteristics; Preschool Teachers; Early Childhood Education; Rating Scales; Classroom Environment; Learning Activities
Identifier / keyword: Higher Education Early Childhood Environment Rating Scale
Education level: Higher Education
Sponsor: Institute of Education Sciences
IES funded: Yes
IES grant or contract numbers: R305A150109
Publication title: Journal of Early Childhood Teacher Education
Volume: 39
Issue: 3
Pages: 181-192
Number of pages: 12
Publication date: 2018
Printer/Publisher: Routledge; Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106; http://www.tandf.co.uk/journals; Tel.: 800-354-1420 215-625-8900 , Fax: 215-207-0050
ISSN: 1090-1027
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report, 080: Journal Articles, 143: Reports - Research
Number of references: 47
Contract number: R305A150109
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1080/10901027.2018.1457580
Accession number: EJ1185247
ProQuest document ID: 2101887974
Last updated: 2021-02-11
Database: ERIC
There's an App for That: The Impact of Reminder Apps on Student Learning and Anxiety
Author: Simmons, Lakisha; Crook, Amy; Cannonier, Colin; Simmons, Chris
Publication info: Journal of Education for Business Vol. 93, Iss. 5, (2018): 185-195.
Abstract: Today's students experience increased anxiety around school and have difficulty keeping track of course assignments. The authors conceptually develop and empirically test a model of the impact of a homework reminder mobile application (app) on executive function skills and learning outcomes with undergraduate business students. The findings suggest that perceived usefulness of Homework Suite Planner app positively predicted students' executive functioning by increasing their organization and time management. Increases in executive functioning due to the Homework Suite app led to more completed assignments, lower anxiety about forgetting homework assignments, and greater overall learning satisfaction with the course. Future research and implications for higher education instructors are discussed.
Links:
Subject: Anxiety; Prompting; Computer Oriented Programs; Handheld Devices; Telecommunications; Educational Technology; Technology Uses in Education; Executive Function; Homework; Time Management; Student Satisfaction; College Students; Control Groups; Experimental Groups; Comparative Analysis; Hypothesis Testing; Student Surveys; Program Effectiveness
Identifier / keyword: Higher Education
Education level: Higher Education
Publication title: Journal of Education for Business
Volume: 93
Issue: 5
Pages: 185-195
Number of pages: 11
Publication date: 2018
Printer/Publisher: Routledge; Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106; http://www.tandf.co.uk/journals; Tel.: 800-354-1420 215-625-8900 , Fax: 215-207-0050
ISSN: 0883-2323
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report, 080: Journal Articles, 143: Reports - Research
Number of references: 47
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1080/08832323.2018.1441120
Accession number: EJ1178578
ProQuest document ID: 2101381727
Last updated: 2021-02-11
Database: ERIC
Meditative Training Improves Undergraduate Executive Functioning
Author: Kaufman, Jason A.; Jensen, Jon A.
Publication info: Journal of College Student Psychotherapy Vol. 32, Iss. 2, (2018): 163-179.
Abstract: The experience of attending college can be a stressful experience for many students, one that college and university counseling centers may have limited resources of time and finances to assuage. For instance, decision making may deteriorate during times of stress and result in a narrowed perceptual set. The present study sought to determine through a novel design whether meditative training could effectively address the situation. Results indicated that classroom-based meditative training improved executive functioning among college students regarding stress, cognitive flexibility, and insight. Such an approach to intervention may provide college and university counseling centers with greater opportunities to better meet student emotional and academic needs.
Links:
Subject: Metacognition; Executive Function; Stress Variables; Counseling Services; Decision Making; Outcomes of Treatment; Counseling Techniques; Student Needs; Community Colleges; Two Year College Students; Relaxation Training; Measures (Individuals); Pretests Posttests; Comparative Analysis; Control Groups; Experimental Groups; Student Surveys
Identifier / keyword: Higher Education
Education level: Higher Education
Publication title: Journal of College Student Psychotherapy
Volume: 32
Issue: 2
Pages: 163-179
Number of pages: 17
Publication date: 2018
Printer/Publisher: Routledge; Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106; http://www.tandf.co.uk/journals; Tel.: 800-354-1420 215-625-8900 , Fax: 215-207-0050
ISSN: 8756-8225
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report, 080: Journal Articles, 143: Reports - Research
Number of references: 85
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1080/87568225.2017.1366282
Accession number: EJ1171734
ProQuest document ID: 2034276464
Document URL: https://www.proquest.com/scholarly-journals/meditative-training-improves-undergraduate/docview/2034276464/se-2?accountid=10639
Last updated: 2021-02-11
Database: ERIC
Ecological Validity in Measuring Parents' Executive Function
Author: Diercks, Catherine M.; Gunther, Kelley E.; Teti, Douglas M.; Lunkenheimer, Erika
Abstract: Parents' executive functions (EFs), or cognitive skills facilitating thought and behavior management, are meaningful correlates of parenting behavior. EFs are theorized to support parents in inhibiting reactive responses, managing information during parent--child interactions, and adapting to novel developmental demands. Less effective EFs associate with risk for harsh parenting and physical abuse, underscoring the importance of research on parental EFs in promoting healthy child development. Yet, despite the strong theory, findings are mixed and reveal only modest effect sizes in relations between EFs and parenting. One explanation may be a lack of ecological validity in measuring parental EFs. Traditional measures of adult EFs have been used, but these are decontextualized and do not reflect the cognitively and emotionally demanding nature of parenting. In this article, we argue that new and adapted measures are needed. We discuss the role of EFs in parenting, review measurement, and offer suggestions for improvements in ecological validity.
Links:
Subject: Validity; Executive Function; Parent Child Relationship; Correlation; Parenting Skills; Inhibition; Emotional Adjustment; Parenting Styles; Risk; Child Development; Effect Size; Measurement Techniques; Cognitive Ability
Sponsor: National Science Foundation, Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
IES grant or contract numbers: R01HD052809
Publication title: Child Development Perspectives
Volume: 16
Issue: 4
Pages: 208-214
Publication date: 2022
Printer/Publisher: Wiley; Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030; https://www.wiley.com/en-us; Tel.:; 800-835-6770
Publisher e-mail: cs-journals@wiley.com
ISSN: 1750-8592
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report
Contract number: R01HD052809, R01HD087266, R01HD088566, R01HD097189, T32HD101390, DGE1255832
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: https://doi.org/10.1111/cdep.12464
Accession number: EJ1353526
ProQuest document ID: 2732216541
Last updated: 2022-11-06
Database: ERIC
Development of Executive Function-Relevant Skills Is Related to Both Neural Structure and Function in Infants
Author: Zhao, T. Christina; Corrigan, Neva M.; Yarnykh, Vasily L.; Kuhl, Patricia K.
Abstract: The development of skills related to executive function (EF) in infancy, including their emergence, underlying neural mechanisms, and interconnections to other cognitive skills, is an area of increasing research interest. Here, we report on findings from a multidimensional dataset demonstrating that infants' behavioral performance on a flexible learning task improved across development and that the task performance is highly correlated with both neural structure and neural function. The flexible learning task probed infants' ability to learn two different associations, concurrently, over 16 trials, requiring multiple skills relevant to EF. We examined infants' neural structure by measuring myelin density in the brain, using a novel macromolecular proton fraction (MPF) mapping method. We further examined an important neural function of speech processing by characterizing the mismatch response (MMR) to speech contrasts using magnetoencephalography (MEG). All measurements were performed longitudinally in monolingual English-learning infants at 7- and 11-months of age. At the group level, 11-month-olds, but not 7-month-olds, demonstrated evidence of learning both associations in the behavioral task. Myelin density in the prefrontal region at 7 months of age was found to be highly predictive of behavioral task performance at 11 months of age, suggesting that myelination may support the development of these skills. Furthermore, a machine-learning regression analysis revealed that individual differences in the behavioral task are predicted by concurrent neural speech processing at both ages, suggesting that these skills do not develop in isolation. Together, these cross-modality results revealed novel insights into EF-related skills.
Links:
Subject: Infants; Executive Function; Skill Development; Cognitive Ability; Infant Behavior; Correlation; Neurological Organization; Learning Processes; Brain; Age Differences
Sponsor: National Institutes of Health (NIH) (DHHS)
IES grant or contract numbers: R24NS104098
Publication title: Developmental Science
Volume: 25
Issue: 6
First page: e13323
End page: e13323
Publication date: 2022
Printer/Publisher: Wiley; Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030; https://www.wiley.com/en-us; Tel.:; 800-835-6770
Publisher e-mail: cs-journals@wiley.com
ISSN: 1363-755X
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report
Contract number: R24NS104098
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: https://doi.org/10.1111/desc.13323
Accession number: EJ1353433
ProQuest document ID: 2732216977
Last updated: 2022-11-06
Database: ERIC
Mothers' and Fathers' Executive Function Both Predict Emergent Executive Function in Toddlerhood
Author: Ribner, Andrew; Devine, Rory T.; Blair, Clancy; Hughes, Claire
Abstract: There are multivariate influences on the development of children's executive function throughout the lifespan and substantial individual differences can be seen as early as when children are 1 and 2 years of age. These individual differences are moderately stable throughout early childhood, but more research is needed to better understand their origins. To some degree, individual differences in executive function are correlated between mother and child, but no research to date has examined these associations prior to when children are preschool age, nor have any studies considered the role of fathers' and mothers' executive function in tandem. Here, we use a sample of 484 families (Mothers 89.2% white; Fathers 92.5% white) in three countries (UK, USA, Netherlands) to investigate the role of each parents' executive function on the development of children's (49.7% female) executive function from 14 (M = 14.42, SD = 0.57) to 24 (M = 24.47, SD = 0.78) months, as well as parenting practices that underlie these associations. Results of structural equation models suggest stability in some--but not all--components of executive function and growing unity between components as children age. We replicate extant findings such that mothers' executive function predicts children's executive function over and above stability and extend these findings to include associations between father and child skills. We find an additive role of fathers' EF, similar in magnitude to the role of mothers' EF. Finally, for both mothers and fathers we find that sensitivity and autonomy supportive practices mediate the relations between parents' and children's executive function.
Links:
Subject: Mothers; Fathers; Executive Function; Parent Child Relationship; Parenting Styles; Child Development; Individual Differences; Cross Cultural Studies; Parent Attitudes; Structural Equation Models; Foreign Countries; Prediction
Location: United States; United Kingdom; Netherlands
Sponsor: National Science Foundation, Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
IES grant or contract numbers: 1429152
Publication title: Developmental Science
Volume: 25
Issue: 6
First page: e13263
End page: e13263
Publication date: 2022
Printer/Publisher: Wiley; Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030; https://www.wiley.com/en-us; Tel.:; 800-835-6770
Publisher e-mail: cs-journals@wiley.com
ISSN: 1363-755X
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report
Contract number: 1429152, F32HD10210601
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: https://doi.org/10.1111/desc.13263
Accession number: EJ1353398
ProQuest document ID: 2732216617
Last updated: 2022-11-06
Database: ERIC
Factors Affecting the Executive Function in Undergraduate Students
Author: Navayuth, Thadsnachai; Yurayat, Phamornpun
Abstract: This research aimed to 1) study the level of self-efficacy, self-awareness, social skills, and executive function of undergraduate students, 2) study the relationship among self-efficacy, self-awareness, social skills, and executive function of undergraduate students, and 3) investigate the effect of self-efficacy, self-awareness, and social skills on executive function in undergraduate students. The sample used in the study was 400 undergraduate students from Mahasarakham University in the academic year 2021, selected by multi-stage random sampling. The research instruments included four questionnaires including self-efficacy, self-awareness, social skills, and executive function questionnaire. The statistics used in the data analysis were percentage, mean (M), standard deviation (S.D.), and multiple regression analysis. The results revealed that 1) students' self-efficacy, self-awareness, social skills, and executive function, in general, were at a very high level. 2) There were statistically significant at the 0.01 level correlations between students' self-efficacy, self-awareness, social skills, and executive function. 3) Students' self-efficacy (SELE), self-awareness (SELA), and social skills (SOCS) affected executive function, with a prediction of 70.20%.
Links:
Subject: Executive Function; Undergraduate Students; Self Efficacy; Self Concept; Interpersonal Competence; Predictor Variables; Foreign Countries
Location: Thailand
Identifier / keyword: Higher Education; Postsecondary Education
Education level: Higher Education, Postsecondary Education
Publication title: Journal of Education and Learning
Volume: 11
Issue: 4
Pages: 131-137
Publication date: 2022
Printer/Publisher: Canadian Center of Science and Education; http://www.ccsenet.org/journal/index.php/jel; Tel.:; 416-642-2606 , Fax:; 416-642-2608
Publisher e-mail: jel@ccsenet.org
ISSN: 1927-5250
Source type: Scholarly Journal
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report
Subfile: ERIC, Current Index to Journals in Education (CIJE)
Accession number: EJ1346126
ProQuest document ID: 2722617276
Document URL: https://www.proquest.com/scholarly-journals/factors-affecting-executive-function/docview/2722617276/se-2?accountid=10639
Last updated: 2022-10-12
Database: ERIC
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