The predictive value of basic Executive Functions on Self-Regulated Learning in Higher (STEM)Education: First exploratory study
Higher education student’s cognitive processes that empower study success are not clear. Self-Regulated Learning (SRL) has been associated with successful studying in young adults, but being able to self-regulate presupposes that the potentially underlying Executive Functions (EF) have already been developed. EF are cognitive functions that helps us manage every day tasks – like make plans, solving problems and adapting to new situations. EF are often dived into ‘basic’ and ‘higher order’ EF. Studies show that higher order EF are related to SRL.
Why is this important?
Executive functions (EF) develop with age, in line with brain maturation. If basic EF are not fully operational (yet), student cognitive processes will not fully emerge. We may expect things from our students that they may not be able to do (yet). This is similar to installing an app on an unsupported processor—it needs an upgrade first. As the brain matures, EF will develop. Individual differences exist in brain development, with three factors of importance. Like age, gender also influences brain maturation; girls’ brains mature faster than boys’, giving girls an advantage at the start of higher education. This study also distinguishes between STEM and non-STEM backgrounds, because studies indicate a beta background positively affects EF, as children with mathematics proficiency have better-developed basic EF.
We are studying the predictive value of the basic EF (inhibition, working memory, cognitive flexibility) on the use of SRL-strategies for students in higher education, corrected for age, gender and STEM/non-STEM.
First data was collected by use of a sample of 222 first year students.
Conclusions so far indicate that in particular the basic EF ‘inhibition’ affects different components of SRL. Inhibition is about thinking before we act; to be able to suppress an impulse.
More research will follow in the near future, including study results and comparing first year students to fourth year students. Based on future outcomes we will develop an intervention to prevent first year (STEM)students from dropping out.
We are thankful for the award we received! If you like to know more about this research, please contact bt.claus@avans.nl
