Abstract
Objectives The main purpose of this study was to examine the mediating effect of self-efficacy on the relationship between executive function (i.e., inhibition, working memory, and shifting) and school adjustment in upper elementary school students. Methods A total of 69 upper elementary school students participated in this study. They responded to questions regarding their perceived self-efficacy and school adjustment, and in addition, three tasks of executive function were administered: Stroop color and word test, digit span test, and trail making test. Results The subjectsâ perceived self-efficacy was found to partially mediate the relationship between their ability to inhibit and shift and school adjustment. However, the relationship between working memory and school adjustment was not mediated by self-efficacy. Conclusion This study highlights the importance of executive function and self-efficacy on school adjustment during the upper elementary school period. Findings from this study may be useful for the development of a self-efficacy enhancement program for upper elementary school students. Keywords: executive function, self-efficacy, school adjustment
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
