EXECUTIVE FUNCTIONS IN SELF-REGULATION: EFFECTS ON ACADEMIC PERFORMANCE AND PSYCHOLOGICAL WELL-BEING

Abstract

Executive functions (EFs) constitute a set of high-level cognitive processes that enable individuals to regulate their thoughts and actions toward specific goals. These skills include planning, decision-making, inhibitory control, and cognitive flexibility, and are critical for self-regulation and effective problem-solving. The growing body of research on EFs underscores their importance in educational and clinical settings, especially in relation to the prefrontal cortex, which plays a central role in performing these functions. It is important to highlight that EFs are not innate, but rather acquired and improved through experiences and social interactions, particularly during childhood. Studies show that educational programs focused on the development of EFs can not only improve academic performance, but also favor emotional regulation, thus being essential for psychological well-being. However, it is imperative to recognize the limitations that exist in research, which often focuses on specific populations and often disregards cultural diversity. The paper also explores the interrelationship between EFs and working memory, emphasizing how the ability to hold and manipulate temporary information is crucial for the effective execution of executive functions. In addition, it highlights the need for interventions that address the gaps in EFs, which can negatively impact academic performance and the general well-being of individuals. In summary, the promotion of executive functions is vital for human development, contributing to the formation of resilient individuals capable of facing contemporary challenges.