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Executive function in different groups of university students

Simona Prosen in Helena Smrtnik Vitulić (2014) Executive function in different groups of university students. Review of Psychology : international journal of Croatian Psychological Association, 21 (2). str. 137-143. ISSN 1330-6812

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    The present study analyses the executive function (EF) skills of 369 students of primary education (n = 116), preschool education (n = 72), social pedagogy (n = 54), and biology (n = 128). It explores how the different groups of students use selected executive skills and whether there are any differences between the groups in this respect. Eleven EF skills were self-assessed using the Executive Skills Questionnaire for Students (Dawson & Guare, 2010). All of the groups of students experienced difficulties rarely to sometimes when using EF skills. The groups of students demonstrated similar use of EF skills for Response Inhibition, Working Memory, Emotional Control, Planning, Meta-Cognition, and Goal Persistence, whereas significant differences appeared in Sustained Attention, Task Initiation, Organisation, Time Management, and Flexibility. In cases where differences appeared, the primary education students stood out as having the fewest difficulties with EF skills, while the biology and social pedagogy students reported the most difficulties. Given that executive functioning is important for students’ academic achievement, their everyday functioning, and their future work, university study programmes should encourage the development of EF skills among students by offering knowledge about them and supporting their efficient use.

    Tip vnosa: Članek
    Ključne besede: osebnostni razvoj, razvojna psihologija, študent, izvršilne sposobnosti, duševni procesi
    Povezani naslovi URL:
    URLTip URL
    http://mjesec.ffzg.hr/revija.psi/vol%2022%20no%202%202014/Prosen%204.pdfDrugo nahajališče
    http://cobiss5.izum.si/scripts/cobiss?command=DISPLAY&base=50126&rid=10791241&fmt=11&lani=siDrugo nahajališče
    Ustanova: Univerza v Ljubljani
    Fakulteta: Pedagoška fakulteta
    Oddelki: Oddelek za temeljni pedagoški študij > Katedra za psihologijo
    ID vnosa: 3216
    Datum vnosa: 10 Nov 2015 13:53
    Zadnja sprememba: 10 Nov 2015 13:53
    URI: http://pefprints.pef.uni-lj.si/id/eprint/3216

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