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The Discrepancy between Actual Performance and Self-Awareness among Adolescents with Executive Function Deficits
1Department of Occupational Therapy, Ariel University, Ariel 4077625, Israel.
Children (Basel, Switzerland)
|May 28, 2022
Summary
Adolescents with executive function deficits (EFD) showed improved task performance after a metacognitive intervention. However, their self-awareness of performance did not change, suggesting EFD may hinder self-awareness development.
Area of Science:
- Neuroscience
- Developmental Psychology
- Clinical Psychology
Background:
- Adolescents with executive function deficits (EFD) often struggle with complex tasks and self-monitoring.
- Self-awareness of performance is crucial for adaptive functioning and independent living.
- Metacognitive interventions aim to improve self-awareness and regulatory skills.
Purpose of the Study:
- To compare actual performance with self-awareness of performance in adolescents with EFD.
- To evaluate the impact of a metacognitive intervention on performance and self-awareness.
- To investigate the relationship between task performance and self-awareness in EFD.
Main Methods:
- 41 adolescents (10-14 years) with diagnosed EFD participated.
- Participants completed the Children's Cooking Task (CCT) and self-report measures (BRIEF-SR, Self-Awareness of Performance Questionnaire).
- Data were collected before and after a metacognitive intervention (FITTED).
Main Results:
- Significant improvements were observed in CCT performance (time, errors) and BRIEF-SR subscale scores post-intervention.
- No significant changes were found in self-awareness of performance.
- Task performance improved, but self-awareness remained unaffected.
Conclusions:
- Metacognitive interventions can enhance task performance in adolescents with EFD.
- Self-awareness of performance in EFD may not directly improve with task performance enhancement.
- EFD might impede the development of self-awareness, which could be influenced by factors beyond task execution.
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