Analyzing Executive Functioning, Computational Thinking and Academic Achievement among Pre-Adolescent Students
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| Title: | Analyzing Executive Functioning, Computational Thinking and Academic Achievement among Pre-Adolescent Students |
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| Language: | English |
| Authors: | Nihumathunnisa H., Jahitha Begum A., Sathishkumar A. |
| Source: | Journal on Educational Psychology. 2025 19(1):51-61. |
| Availability: | i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Executive Function, Computation, Thinking Skills, Academic Achievement, Preadolescents, Correlation, Color, Gender Differences, Rural Urban Differences, Age Differences, Foreign Countries |
| Geographic Terms: | India |
| Assessment and Survey Identifiers: | Stroop Color Word Test |
| ISSN: | 0973-8827 2230-7141 |
| Abstract: | Executive functioning skills are very essential components of effective learning, innovative thinking, and decision-making that are necessary for the growing minds of the twenty-first century. Executive functioning refers to the collection of mental processes that guide and control psychological behavior and activities. Working memory, attentional control, and cognitive flexibility are considered the important executive functioning skills. A large number of studies has revealed that executive functioning skills are substantially connected with self-regulated classroom behaviors that promote students' academic development, school readiness, and learning. Computational thinking skills are being increasingly regarded as a necessary skill for thriving in our highly advanced technological environment. It is classified by skills like decomposition, pattern identification, abstraction, and algorithmic thinking. Previous research findings revealed that incorporating computational thinking into education improves problem-solving, creativity, and innovation. This study investigates the relationship between youngsters' executive functioning skills and computational thinking capabilities, with a focus on how these two talents improve academic accomplishment in pre-adolescent children. The purposive random sampling technique was adopted to select 68 pre-adolescent students for this study. Percentage analysis, t- tests, and correlational studies were used for this quantitative analysis. The findings of this research emphasize the value of an interdisciplinary educational framework that develops both skill sets and gets students ready for the challenges of the twenty-first century. The results of this study suggest that targeted interventions and teaching strategies may greatly enhance preadolescents' cognitive and academic performance, ultimately resulting in the development of an era of capable and flexible thinkers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://www.imanagerpublications.com/article/21699/ |
| Accession Number: | EJ1485215 |
| Database: | ERIC |
| Abstract: | Executive functioning skills are very essential components of effective learning, innovative thinking, and decision-making that are necessary for the growing minds of the twenty-first century. Executive functioning refers to the collection of mental processes that guide and control psychological behavior and activities. Working memory, attentional control, and cognitive flexibility are considered the important executive functioning skills. A large number of studies has revealed that executive functioning skills are substantially connected with self-regulated classroom behaviors that promote students' academic development, school readiness, and learning. Computational thinking skills are being increasingly regarded as a necessary skill for thriving in our highly advanced technological environment. It is classified by skills like decomposition, pattern identification, abstraction, and algorithmic thinking. Previous research findings revealed that incorporating computational thinking into education improves problem-solving, creativity, and innovation. This study investigates the relationship between youngsters' executive functioning skills and computational thinking capabilities, with a focus on how these two talents improve academic accomplishment in pre-adolescent children. The purposive random sampling technique was adopted to select 68 pre-adolescent students for this study. Percentage analysis, t- tests, and correlational studies were used for this quantitative analysis. The findings of this research emphasize the value of an interdisciplinary educational framework that develops both skill sets and gets students ready for the challenges of the twenty-first century. The results of this study suggest that targeted interventions and teaching strategies may greatly enhance preadolescents' cognitive and academic performance, ultimately resulting in the development of an era of capable and flexible thinkers. |
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| ISSN: | 0973-8827 2230-7141 |
