Explanatory models of executive functioning in university students: Decision tree and structural equations analysis

Area of Science:

• Cognitive Psychology
• Educational Psychology

Background:

• Executive functions are critical for academic achievement in higher education.
• Understanding the interplay of executive functions is essential for developing targeted interventions.
• Previous research highlights the importance of executive functions, but specific predictive models for university students are less explored.

Purpose of the Study:

• To develop an explanatory model of executive function interactions in Cuban university students.
• To identify the primary predictors of the least developed executive functions within this population.
• To analyze the relationships between various executive function dimensions.

Main Methods:

• Cross-sectional design with 1,233 Cuban university students.
• Utilized the Cuban adaptation of the University Executive Function Scale.
• Employed descriptive statistics, CHAID decision tree analysis, and structural equation modeling.

Main Results:

• Most executive function scores were in the average range, with notable exceptions in Conscious Regulation of Behavior and Conscious Monitoring of Responsibilities.
• The Supervisory Attention System predicted Conscious Monitoring of Responsibilities; Conscious Regulation of Emotions predicted Conscious Regulation of Behavior.
• Structural equation models confirmed the Supervisory Attention System and Verification of Behavior for Learning as key predictors of Conscious Monitoring of Responsibilities.

Conclusions:

• The Supervisory Attention System and Verification of Behavior for Learning are significant predictors of Conscious Monitoring of Responsibilities in Cuban university students.
• Emotional and Behavioral Regulation is positively influenced by Verification of Behavior for Learning.
• The findings provide a foundation for targeted interventions to enhance executive functions in higher education settings.