Related Experiment Video
Updated: Sep 28, 2025
12:55
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
8.6K
School Achievement in Early Adolescence Is Associated With Students' Self-Perceived Executive Functions
M A J van Tetering1,2, J Jolles3, W van der Elst4
1Faculty of Social and Behavioural Sciences, Educational Sciences, Institute of Education and Child Studies, Leiden University, Leiden, Netherlands.
Frontiers in Psychology
|April 4, 2022
Summary
Young adolescents' self-perceived executive functions (EFs) are linked to school success. Parental education also matters, but sex does not significantly influence academic achievement.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Cognitive Science
Background:
- Executive functions (EFs) are crucial for academic success.
- Prior research often focused on basic EFs, overlooking higher-order functions.
- Self-perceived EFs in daily life behavior are less explored in young adolescents.
Purpose of the Study:
- To investigate the relationship between self-perceived executive functions (EFs) and school achievement in young adolescents (10-12 years).
- To examine the influence of parental education and sex on this relationship.
- To explore the connection between self-perceived EFs and classroom behavioral problems.
Main Methods:
- Two independent samples of sixth graders (N > 200 each) participated.
- Students self-reported their EFs using the Amsterdam Executive Functioning Inventory.
- School achievement was measured using national norm-based tests in mathematics and reading comprehension.
Main Results:
- Self-perceived EFs significantly correlated with school achievement in both samples.
- Parental education was also correlated with school achievement; sex was not.
- Self-perceived EFs explained additional variance in school achievement, controlling for parental education and sex.
Conclusions:
- Young adolescents can accurately reflect on their executive functioning, impacting academic performance.
- Self-perceived EFs are related to classroom behavior and behavioral problems.
- Considering EFs and parental education is vital for evaluating early adolescent academic achievement.
Related Concept Videos
03:00Self-Evaluation: Self-Enhancement and Self-Verification
5.5K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.5K
01:30Information Processing Approach
186
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
186
01:18Sources of Self-Esteem I: Family Experience
10
Self-esteem, a crucial component of psychological development, is significantly shaped by familial experiences. The early parent-child relationship serves as a foundational influence on a child's self-concept, with long-lasting effects extending into adolescence and adulthood.Parental Behaviors and Early Self-Esteem FormationEmpirical studies have identified four principal parental behaviors that foster healthy self-esteem in children. These include expressions of acceptance, affection, and...
10
01:29Self-Efficacy
6
Self-efficacy is the belief in one's capacity to organize and execute actions necessary to manage prospective situations. This belief significantly influences how individuals approach goals, tasks, and challenges across different domains of life.Psychological and Educational ImpactsIndividuals with strong self-efficacy are more resilient in the face of difficulties. They are more likely to adopt effective problem-solving strategies, persist through obstacles, and regulate emotions such as...
6
01:28Self-Esteem
8
Self-esteem, a core aspect of psychological well-being, reflects an individual's positive and negative self-evaluation in terms of worth, competence, and overall value. It is both a stable trait and a dynamic process, influenced by experiences and social interactions across the lifespan. While global self-esteem offers a general assessment, research highlights that self-esteem is multidimensional and varies across specific life domains.Domain-Specific Self-EsteemResearchers have delineated...
8
01:24Sources of Self-Esteem II: Performance Feedback
8
Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem:...
8