Relationship between cold executive functions and self-regulated learning management in college students

Abstract

The aim of this research was to analyze the relationship between cold executive functions (cEFs), and self-regulated learning management (SRLM) in college students. There is a positive and a statistically significant relationship between cold executive functions (cEFs) and self-regulated learning management (SRLM). This research is a quantitative, cross-sectional, descriptive, and inferential study, with a correlational approach. The sample was non-probabilistic, by convenience sampling, composed of n = 379 college students belonging to pedagogy careers, 64.1% were males, and 35.9% females, aged between 17 and 34 years old (M = 19.82, SD = 2.41). The results show that there is a strong association between cold executive functions and self-regulated learning management since high performance in cEFs would imply a high performance on learning management. On the other hand, it is also observed a predictive value of planning cEF on SRLM, meaning that, an optimal level of planning would imply adequate management of learning processes. The original contribution of this study is to provide evidence to consider supporting plans for college students to improve their skills in the cEFs, due to the negative impact that failure in higher education represents for the student, their families, and university system. Finally, we think it is necessary to continue the research in depth of these variables, and their influence in higher education academic performance.

Funciones ejecutivas y gestión del aprendizaje autorregulado en estudiantes de carreras de medicina y salud

“…Esto requiere, además, de la automotivación del aprendiz de manera que pueda abordar de manera favorable el estrés que le produce la gran cantidad de conocimientos que debe interiorizar y aplicar de manera correcta en la práctica clínica 33 a pesar de que en este grupo de estudio no se evidencia una relación significativa entre motivación y técnicas del aprendizaje con el rendimiento académico. Se identifica que las variables asociadas a las FE de monitorización, flexibilidad cognitiva, planificación y percepción del desempeño académico muestran una relación estrechamente significativa con el rendimiento académico 25 , lo que concuerda con estudios que establecen que aquellos estudiantes con alto desarrollo de FE tienen mayor rendimiento académico 22,23,[34][35][36][37] . Estas habilidades, como la capacidad de inhibir distractores, monitorización y la flexibilidad cognitiva son competencias relevantes en la aplicación de procedimientos médicos de manera exitosa, ya que requieren del autocontrol de las emociones, pensamientos y acciones que permitan el ajuste al protocolo establecido.…”

“…Existe una fuerte evidencia científica de la relación entre las FE y el rendimiento académico [22][23][24] , volviéndose fundamentales para el éxito a través de un trabajo autónomo y regulado 25 , además, se suma la autorregulación del aprendizaje como uno de los factores positivos para el rendimiento académico, y es un predictor clave para el aprendizaje y prevención del fracaso 6,[26][27][28] .…”

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

“…Researchers generally base their research on one of two perspectives. Nonetheless, both concepts have been associated with successful studying and study success in young adults (e.g., Garner, 2009 ; Musso et al, 2019 ; Pinochet-Quiroz et al, 2022 ) and are essential to a broader understanding of student’s ability to learn. The following section describes the definitions, similarities and differences between EF and SRL.…”

“…In these studies, EF and SRL are – indirectly – measured via self-reports demonstrating that EF expressed on a behavioral level overlap partially with SRL, also expressed on a behavioral level. Moreover, it seems that, in particular, the metacognitive dimensions of SRL are associated with or coincide with EF, for instance, planning ( Effeney et al, 2013 ; Pinochet-Quiroz et al, 2022 ). The ability to plan allows a student to set and achieve goals in everyday life (context of EF) and focus explicitly on prioritizing learning tasks (context of SRL).…”

Executive functions scale for university students: UEF-1

“…Other executive functions identify that the factors for the self-regulation processes for university student learning are problem solving, planning, development and implementation of strategies, verbal reasoning, sequencing, attentional system, cognitive flexibility, and impulse inhibition. Therefore, reaching the optimal level of these executive functions will depend on, to a large extent, the success of the conscious learning that university students manifest, their permanence, and adequate academic performance ( Pinochet-Quiroz et al, 2022 ).…”