Proceedings of the 9th International Conference on Advanced Research in Teaching and Education
Year: 2024
DOI:
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Executive Functions at Work! Patterns in Higher Education Students’ Strategic Behaviors for Managing Challenging Study Tasks
D.M. Manuhuwa, S. M. Hanegraaff, S.J. De Vries, J. Fleer
ABSTRACT:
Students in higher education face challenging tasks like mastering complex content and managing long-term planning, requiring executive functions—higher-order cognitive processes enabling goal-directed behavior. Despite the importance of executive functions, approximately one in five students struggles with executive functioning. There is limited insight into the strategic behavioral patterns students show to support their executive functions in managing challenging tasks. This study examined perception on patterns using Q-methodology, with 62 students (44 female, mean age 21.35, SD 2.16) enrolled in various disciplines. The analysis identified four distinct reported behavioral patterns: Pragmatic, Structured Repeater: Adopts a pragmatic approach to learning, emphasizing repetition, and outlines general plans; Strategic, Reflective Planner: Focuses on detailed planning, proactive strategies, and reflection on tasks; Flexible, Interest-Driven Reactor: Adapts flexibly to changing circumstances, often driven by personal interest and influenced by time constraints; Reactive, Deadline-Driven Doer: Operates reactively, prioritizing tasks, and often starting tasks under the pressure of looming deadlines. Students can use these patterns in combination or vary their approach depending on the moment and situation. Educators can use these findings as starting points in mentoring conversations, helping students identify and refine strategies that work best for them. Future research could focus on the effectiveness of these behavioral patterns and their impact on academic success and well-being. Additionally, examining which combinations of behavioral patterns are most effective for specific academic challenges, such as preparing for exams, group work, or long-term planning, could help refine interventions and improve outcomes for diverse student needs.
keywords: executive functions, higher education, Q-methodology, strategy patterns, student