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…

Computerized assessments and digital games have become more prevalent in childhood, necessitating a systematic investigation of the effects of gamified executive function assessments on performance and engagement. This study examined the feasibility of incorporating gamification and a machine learning algorithm that adapts task difficulty to…

An accumulating body of evidence suggests that young children who exhibit greater executive functioning (EF) skills in early childhood also achieve more academically. The goal of the present study was to examine the unique contributions of direct assessments and teacher ratings of children's EF skills at the beginning of prekindergarten (pre-k) to…

Success in our 21st century schools is linked with students' mastery of a wide range of academic and technological skills that rely heavily on executive function processes. This article describes a theoretical paradigm for understanding, assessing, and teaching that emphasizes the central importance of six executive function processes: goal…

The paper reports on the adaptation of a D-KEFS test battery for Slovakia. Drawing on concrete examples, it describes and illustrates the key issues relating to the transfer of test items from one socio-cultural environment to another. The standardisation sample of the population of Slovak pupils in the fourth year of primary school included 250…