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Related Experiment Video

Updated: Oct 12, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Preschool Executive Functioning and Child Behavior: Association with Learning Prerequisites?

Costanza Ruffini¹, Gian Marco Marzocchi², Chiara Pecini¹

¹Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy.

Children (Basel, Switzerland)

|November 27, 2021

Summary

This summary is machine-generated.

Executive functions (EFs) like response inhibition and working memory are crucial for preschool learning readiness. Self-regulatory behavior during assessments mediates this relationship, highlighting the importance of structured learning environments.

Keywords:

behavior child executive functions inhibition learning prerequisites self-regulation working memory

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Area of Science:

Developmental Psychology
Cognitive Neuroscience
Educational Psychology

Background:

Preschool years are critical for developing executive functions (EFs), which significantly impact lifelong learning and behavior.
Understanding the specific EFs that predict school readiness is essential for early intervention and educational strategies.

Purpose of the Study:

To determine which executive function measures significantly predict learning prerequisites in preschoolers.
To investigate the mediating role of self-regulatory and executive behavior in structured and free settings on the EF-learning relationship.

Main Methods:

One hundred twenty-seven preschoolers were remotely assessed using standardized tests for response inhibition, working memory, control of interference, and cognitive flexibility.
Learning prerequisites were measured via teacher questionnaires, self-regulatory behavior during assessment by examiner ratings, and daily executive function behavior by parent questionnaires.

Main Results:

Accuracy in response inhibition and working memory tasks significantly explained 48% of the variance in learning prerequisites.
Response speed and accuracy in control of interference and cognitive flexibility tasks were not significant predictors.
EFs demonstrated indirect effects on learning prerequisites, mediated by self-regulatory behavior observed during assessments, but not in daily life.

Conclusions:

Specific executive functions, particularly response inhibition and working memory accuracy, are key predictors of school readiness.
Self-regulatory behavior exhibited in structured assessment contexts plays a crucial mediating role in the relationship between EFs and learning prerequisites.
Findings underscore the importance of evaluating executive functions and self-regulation within structured settings to understand their impact on school readiness.