Examining the role of calibration of executive function performance in college learners' regulation

Follmer, D. Jake

doi:10.1002/acp.3787

Cited by 5 publications

(3 citation statements)

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“…Providing education of EF in addition to SRL probably increases the levels of success in students. Furthermore, metacognitive knowledge about SRL and EF leads to more motivation to use the learned strategies correctly (e.g., Veenman, 2011 ; Follmer, 2021 ). Additionally, in the design of (blended) learning environments, educational professionals can build a certain degree of adaptivity when considering different levels of students’ EF, knowing that individual differences are significant.…”

Section: Discussionmentioning

confidence: 99%

“…Another issue might be that students over-or underestimate themselves and whether there is a discrepancy between their intentional behavior and what they actually demonstrate [as demonstrated for SRL by Broadbent and Poon (2015)]. Students who overstated their performance on EF performance measures also achieved significantly higher scores on self-reports (Follmer, 2021). Rovers et al (2019) showed that students can report -via questionnaires -relatively accurately what their general selfregulatory functioning is, while at a detailed level, they have difficulty pinpointing exact SRL strategies.…”

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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The combined value of executive functions and self-regulated learning to predict differences in study success among higher education students

Manuhuwa,

Snel-de Boer,

Jaarsma

et al. 2023

Front. Psychol.

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IntroductionSelf-regulated learning (SRL) has traditionally been associated with study success in higher education. In contrast, study success is still rarely associated with executive functions (EF), while it is known from neuropsychological practice that EF can influence overall functioning and performance. However some studies have shown relationships between EF and study success, but this has mainly been investigated in school children and adolescents. EF refer to higher-order cognitive processes to regulate cognition, behavior, and emotion in service of adaptive and goal-directed behaviors. SRL is a dynamic process in which learners activate and maintain cognitions, affects, and behaviors to achieve personal learning goals. This study explores the added value of including EF and SRL to predict study success (i.e., the obtained credits).MethodsIn this study, we collected data from 315 first-year psychology students of a University of Applied Sciences in the Netherlands who completed questionnaires related to both EF (BRIEF) and SRL (MSLQ) two months after the start of the academic year. Credit points were obtained at the end of that first academic year. We used Structural Equation Modeling to test whether EF and SRL together explain more variance in study success than either concept alone.ResultsEF explains 19.8% of the variance, SRL 22.9%, and in line with our hypothesis, EF and SRL combined explain 39.8% of the variance in obtained credits.DiscussionThese results indicate that focusing on EF and SRL could lead to a better understanding of how higher education students learn successfully. This might be the objective of further investigation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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The combined value of executive functions and self-regulated learning to predict differences in study success among higher education students

Manuhuwa,

Snel-de Boer,

Jaarsma

et al. 2023

Front. Psychol.

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The Relationship Between Self-Regulated Learning and Executive Functions—a Systematic Review

Dörrenbächer-Ulrich,

Bregulla

2024

Educ Psychol Rev

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Self-regulated learning (SRL) and executive functions (EF) are broad concepts stemming from different research areas. They have been defined and modeled in various ways and are repeatedly related to each other in the literature, but so far, no systematic analyses of these relations have been published. Therefore, a systematic analysis of their relationships described in the literature was conducted. Nineteen studies were synthesized concerning different categories (age groups, measurement methods, role of metacognition, relation to achievement, and longitudinal/intervention studies). In general, primarily low to moderate correlational relationships between SRL and EF were reported, with no detectable pattern depending on the age group. Measurement methods used to capture SRL and EF seem to influence the size of the correlations, with indirect measures correlating higher than direct/indirect measures. In addition, there is evidence that metacognition mediates the relationship between EF and SRL. In general, the notion that EF predicts SRL but not vice versa is supported. Following the systematic review, the results are critically discussed in the light of non-generalizable samples, measurement methods, and results interpretation issues. Suggestions for theory building and promising future research are given.

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Examining the Associations Between Calibration Accuracy and Executive Functions in Physical Education

Samara¹,

Kolovelonis²,

Γούδας³

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">This study examined students’ calibration of performance in a sport skill in relation to their performance in an executive functions test. A total of 265 students in the fourth, fifth, and sixth grades participated in the study. The students took an executive functions test, and then they were tested on a basketball shooting test, after having provided a personal estimation regarding their performance. Based on students’ actual and estimated performance, the bias index was calculated to classify students into three categories; accurates, underestimators and overestimators, while the accuracy index (absolute values of the bias index) was also calculated. The results showed a positive but small magnitude relation between students’ scores in the executive functions test and their performance calibration, while accurate scored higher on the executive function test compared to over estimators and under estimators. These results are similar to those of previous studies with elementary school children that employed cognitive tasks and were discussed with reference to theoretical and empirical implications.</p>

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Examining the role of calibration of executive function performance in college learners' regulation

Cited by 5 publications

References 74 publications

The combined value of executive functions and self-regulated learning to predict differences in study success among higher education students

The combined value of executive functions and self-regulated learning to predict differences in study success among higher education students

The Relationship Between Self-Regulated Learning and Executive Functions—a Systematic Review

Examining the Associations Between Calibration Accuracy and Executive Functions in Physical Education

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