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Unrevealing the Pattern of Interrelationships Among Learning Behaviors, Executive Functions, and Social Functioning in Preschool-Age Children
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Author(s): Maria Sofologi (University of Ioannina, Greece), Dimitra V. Katsarou (University of the Aegean, Greece), Efthymia Efthymiou (Zayed University, UAE), Georgios A. Kougioumtzis (National and Kapodistrian University of Athens, Greece), Alexandros Argyriadis (Frederick University, Cyprus), Afrodite Kamari (Aristotle University of Thessaloniki, Greece), Evangelos Mantsos (University of Thessaly, Greece)and Kalliopi Megari (City College, University of York, Greece)
Copyright: 2025
Pages: 12
Source title:
Clinical Applications of Pediatric Neuropsychology from Infancy to Adolescence
Source Author(s)/Editor(s): Kalliopi Megari (City College, University of York, Greece)
DOI: 10.4018/979-8-3693-9689-6.ch005
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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 (Matešić, 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).
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