Journal of Education and Health Promotion

Executive tasks and cognitive flexibility and their relationship to academic achievement among university students with attention deficit hyperactivity disorder

Document Type : Original Article

Authors

. Jawzaa H. Almutairi
. Abeer T. Ahmed
Abstract
BACKGROUND: The current study measured the executive tasks and cognitive flexibility and their 
relationship to the academic achievement of female students of the College of Education at Imam 
Abdulrahman Bin Faisal University in the Kingdom of Saudi Arabia.
MATERIALS AND METHODS: This research is a descriptive quantitative design. The study sample 
included 200 female students using purposive sampling. The study applied a test of executive 
tasks, cognitive flexibility, and a scale of attention deficit hyperactivity disorder for adults prepared 
by the researchers. Data were analyzed using several tests, namely descriptive statistics, Pearson 
correlation at the level of <0.05.
RESULTS: The results showed a statistically significant relationship between the scores of students 
with attention deficit and hyperactivity on the executive tasks scale and its dimensions (planning, 
organization, purposeful action, self‑monitoring, and total score), cognitive flexibility, and academic 
achievement, which necessitates the need to design empirical research to reduce the severity of 
attention deficit hyperactivity disorder among undergraduate students because it will have a positive 
impact on their academic achievement.
CONCLUSION: The researchers highlight the necessity for conducting empirical research to improve 
the executive tasks of students as it will have a positive impact on their lives.

Keywords

Academic achievement
attention deficit hyperactivity
disorder
executive tasks
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Journal of Education and Health Promotion
Volume 12, Issue 6
July 2022
Pages 1-5

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