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Integrating executive functions: Exploring interrelations and implications for learning in university students.

Carlos Ramos-Galarza1, Diego D Díaz-Guerra2, Marena de la C Hernández Lugo2

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This study presents a new model explaining how executive functions help university students evaluate their learning. The findings support interventions to enhance students

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Executive functions are vital for self-regulated learning in higher education.
  • University students need to assess their learning behaviors effectively.
  • Existing models lack a comprehensive explanation of executive function interactions in learning evaluation.

Purpose of the Study:

  • To introduce and validate an innovative explanatory model of executive functions' role in evaluating learning behaviors among university students.
  • To examine the interrelationships between different executive functions in the context of metacognitive learning assessment.

Main Methods:

  • Structural equation modeling (SEM) was used to analyze data from 2,465 university students.
  • The model's reliability and correlations were assessed using fit indices (CFI, RMSEA, SRMR).

Main Results:

  • The proposed explanatory model demonstrated adequate reliability and fit indices (CFI=.91, RMSEA=.04, SRMR=.04).
  • The model successfully elucidates the interaction of executive functions in the capacity to evaluate learning behaviors.

Conclusions:

  • The validated theoretical framework enhances understanding of executive functions in university learning contexts.
  • Findings suggest potential for targeted interventions to improve students' learning evaluation skills.
  • Future research should explore practical applications of this model for academic success.