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Psychosocial perceptions and executive functioning: Hope and school belonging predict students' executive functioning
Author(s) -
Dixson Dante D.,
Scalcucci Stefanie Gill
Publication year - 2021
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22475
Subject(s) - psychosocial , psychology , neurocognitive , perception , developmental psychology , demographics , academic achievement , intervention (counseling) , agency (philosophy) , executive functions , clinical psychology , cognition , philosophy , demography , epistemology , neuroscience , psychiatry , sociology
In a sample of 216 high school students, we explored the relationship between hope and school belonging to executive functioning (EF). This examination was carried out to better understand how these, and potentially other psychosocial factors, relate to the neurocognitive decision‐making process of adolescent students. This study had several findings. First, after controlling for demographics and previous achievement, hope and school belonging were found to account for about 26%–39% of EF's variance, a large effect size. Second, after the same controls, hope and school belonging accounted for about 13%–25% of all five subcomponents of EF, an effect size range of medium to large. Finally, in general, the pathways subcomponent of hope was a better predictor of EF than the agency subcomponent. These results provide insight into how EF interacts with school‐based perceptions as well as have implications for psychosocial intervention research within schools.