Unrevealing the Pattern of Interrelationships Among Learning Behaviors, Executive Functions, and Social Functioning in Preschool-Age Children

Document Type

Book Chapter

Source of Publication

Clinical Applications of Pediatric Neuropsychology from Infancy to Adolescence

Publication Date

1-1-2025

Abstract

Over the past twenty years, educational scholars have concentrated on determining factors such as socioeconomic position, emotional intelligence, personality, self- esteem, and executive functions as significant key factors of academic achievement in elementary and high school (Matesic, 2015). The important component that influence academic and social accomplishment are Executive functions (EF). The metacognitive processes known as executive functions (EFs) plan activities for the future, organize subgoals, and direct behavior toward goals. There is a research consensus that the building blocks of executive functions (EFs) include working memory, inhibition, and cognitive flexibility (Diamond, 2013; Miyake et al., 2000; Miyake & Friedman, 2012).

ISBN

[9798369396896, 9798369396919]

First Page

107

Last Page

117

Disciplines

Education | Medicine and Health Sciences

Keywords

Executive functions, Learning behaviors, Social functioning, Academic achievement, Preschool children

Scopus ID

05004488454

Indexed in Scopus

yes

Open Access

no

Link to Full Text

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