Executive Function and School Adjustment in Upper Elementary School Students: Mediating Effect of Self-Efficacy

Objectives The main purpose of this study was to examine the mediating effect of self-efficacy on the relationship between executive function (i.e., inhibition, working memory, and shifting) and school adjustment in upper elementary school students. Methods A total of 69 upper elementary school students participated in this study. They responded to questions regarding their perceived self-efficacy and school adjustment, and in addition, three tasks of executive function were administered: Stroop color and word test, digit span test, and trail making test. Results The subjects’ perceived self-efficacy was found to partially mediate the relationship between their ability to inhibit and shift and school adjustment. However, the relationship between working memory and school adjustment was not mediated by self-efficacy. Conclusion This study highlights the importance of executive function and self-efficacy on school adjustment during the upper elementary school period. Findings from this study may be useful for the development of a self-efficacy enhancement program for upper elementary school students. Keywords: executive function, self-efficacy, school adjustment