The Role of Executive Functioning, Motivation, and Engagement in Academic Achievement

Simple item page
dc.contributor.advisorWilcox, Gabrielle
dc.contributor.authorClancy, Ryan
dc.contributor.committeememberMcMorris, Carly
dc.contributor.committeememberDrefs, Michelle Arlene
dc.date2023-06
dc.date.accessioned2023-04-20T22:47:50Z
dc.date.available2023-04-20T22:47:50Z
dc.date.issued2023-04-14
dc.description.abstractAcademic achievement is an important part of healthy development for children and adolescents because of its impact on mental health, wellbeing, and occupational success. Therefore, promoting academic achievement in students of all ages should be a central goal of educational programming. However, to do this, it is essential to first understand what, and how, different factors impact student achievement. Although there are a variety of variables that contribute to academic achievement, executive functioning (EF) and academic motivation and engagement appear to play particularly important roles. To further explore the relationships between academic achievement, motivation and engagement, and EF, two hierarchical multiple regressions were conducted on a sample of high school students. The Motivation and Engagement Scale – High School (MES-HS) was used to measure the positive and negative aspects of students’ motivation and engagement. The Executive Skills Questionnaire – Teen Version (ESQ-T) was used to measure students’ EF. Grade point average (GPA) was used to measure academic achievement. Regarding EF, only working memory and metacognition significantly predicted GPA. This suggests that, of all components of EF, these two are most strongly implicated in academic achievement for high school students. Regarding motivation and engagement, only positive engagement significantly predicted academic achievement for high school students. This suggests that positive engagement plays an important role in academic achievement for high school students.
dc.identifier.citationClancy, R. (2023). The role of executive functioning, motivation, and engagement in academic achievement (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.urihttps://prism.ucalgary.ca/handle/1880/116084
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/dspace/40930
dc.language.isoen
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgary
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectGPA
dc.subjectAcademic achievement
dc.subjectExecutive functioning
dc.subjectMotivation and engagement
dc.subject.classificationEducational Psychology
dc.titleThe Role of Executive Functioning, Motivation, and Engagement in Academic Achievement
dc.typemaster thesis
thesis.degree.disciplineEducation Graduate Program – Educational Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.thesis.accesssetbystudentI do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
ucalgary_2023_clancy_ryan.pdf
Size:
799.49 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
2.62 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Open Theses and Dissertations