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Lisette Wijbenga; Jorien van der Velde; Eliza L. Korevaar; Sijmen A. Reijneveld; Jacomijn Hofstra; Andrea F. de Winter – Journal of Further and Higher Education, 2024
Increasing mental health issues, such as emotional problems, pose a threat for the academic performance of undergraduate students. We propose a route connecting emotional problems and academic performance through executive functioning skills (EFS). Despite the abundance of research on the topic of EFS, there is a significant gap in understanding…
Descriptors: Emotional Problems, Academic Achievement, Executive Function, Undergraduate Students
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Annabeth P. Groenman; Carolien Torenvliet; Tulsi A. Radhoe; Joost A. Agelink van Rentergem; Wikke van der Putten; Mareike Altgassen; Hilde M. Geurts – Autism: The International Journal of Research and Practice, 2024
Prospective memory helps us to remember to perform tasks in the future. Prospective memory can be either time or event based. The goal of this study was to determine time- and event-based prospective memory in autistic adults across the life span. Autistic (n = 82) and non-autistic (n = 111) adults, aged between 30 and 86 years, performed the…
Descriptors: Adults, Autism Spectrum Disorders, Memory, Age
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Maria Camila Londono; Carmen Dionne; Carl Lacharité – Journal of Early Intervention, 2025
Executive functions (EFs) are cognitive skills that begin developing in early life and are crucial for children's overall development and daily task performance. Generally, EFs are assessed through standardized neuropsychological tests, which may not always accurately capture real-world application. To overcome this limitation, alternative methods…
Descriptors: Executive Function, Rating Scales, Young Children, Cognitive Development
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Thomas F. Camminga; Daan Hermans; Eliane Segers; Constance T. W. M. Vissers – Autism & Developmental Language Impairments, 2024
Background and aims: Many children with developmental language disorder (DLD) have difficulties in executive functioning (EF) and theory of mind (ToM). These difficulties might be explained by the theory that children's conceptual understanding changes over five stages of word meaning structure, from concrete and context-dependent to abstract and…
Descriptors: Language Impairments, Developmental Delays, Preadolescents, Children
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Lucie C. Spreij; Cathy Van Tuijl; Paul P. M. Leseman – Contemporary School Psychology, 2024
The goal of the study was to deliver and validate a new solution-focused instrument, the Focus Skills Questionnaire (FSQ), to assess the degree of executive functioning skills in the school context, for three different education levels (elementary, secondary, and tertiary education) and informant groups (students, teachers and parents) on a sample…
Descriptors: Rating Scales, Validity, Executive Function, Measures (Individuals)
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Canmei Xu; Mariëtte Huizinga; Daniale Tekelia Ekubagewargies; Justine Soetaert; Wim Van Den Noortgate; Dieter Baeyens – Educational Psychologist, 2024
Executive function (EF) is critical to students' academic behaviors and well-being. Environmental influences, particularly teacher-student interaction (TSI), play a key role in enhancing EF development. Previous studies have linked TSI quality to children's EF, yet the relationships between subdimensions of TSI--such as closeness, conflict,…
Descriptors: Teacher Student Relationship, Executive Function, Cultural Context, Conflict