Author Identifier
Grainne Barber: http://orcid.org/0000-0003-4609-2521
Date of Award
2025
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Master of Education
School
School of Education
First Supervisor
John O'Rourke
Second Supervisor
Valeska Berg
Abstract
Executive function (EF) skills play a pivotal role in academic and life success. With the shift from primary school to secondary school, there is a requirement for increased student autonomy and personal accountability. For example, students are expected to simultaneously manage several tasks with varying deadlines for different subjects and teachers. This study focused on measuring and assessing the EF skills of a large sample (n = 378) of Year Eight students from three private faith-based schools in Western Australia (WA) to explore the following research questions:
Q1. What executive function skill strengths and challenges exist in a cohort of Year Eight students in three faith-based schools in WA?
Q2. Is there an association between students’ existing executive function profiles and their satisfaction with their academic grades?
A quantitative approach was employed with data gathered via a modified version of an existing scale, the Executive Skills Questionnaire – Revised (ESQ-R). The ESQ-R is a self-report measure that was developed and validated to assess EF skills with an academic focus, for use in non-clinical settings. The ESQ-R was modified in consultation with a WA based Registered Speech and Language Therapist to improve student accessibility and to allow for independent completion, and an item was added for students to rate their level of satisfaction with their academic grades. Data was gathered in Year Eight cohort groups at the schools in Term Two 2023 under the direction of teachers and/or pastoral tutors who had been provided detailed information about how to approach supervising the data collection and scripted student instructions to read to ensure uniformity of data collection across the schools.
The analysis of the data revealed a number of EF skill areas that students reported as challenges. EF skill behaviours associated with identified challenges are explored in terms of the potential impact on engagement in learning and on classroom management. When considering the implications for students’ perceived academic success based on their EF skill profiles, there was a strong and positive correlation between students’ EF skills and their satisfaction with their grades in general, highlighting that students reporting EF strengths appeared more satisfied with their grade achievement. This research expands on previous research focused on measuring and assessing EF skills of secondary school students and, to a degree, on exploring connections between EF skills and academic achievement, as measured by a self-reported level of satisfaction with grade achievement.
The findings of the study provided insights into EF skill challenges that appeared to exist within a large sample of Year Eight students that may potentially be barriers to academic achievement. Based on this, future directions are explored in terms of developing teacher awareness of EF skills, the developmental trajectories of students’ EF skills and the impact of these skills on academic success, in terms of perceived satisfaction with academic grade achievement. Additionally, teacher development programs to build capacity in educators to incorporate practices for students to improve EF skills and to build a culture of applying EF skills in classrooms are suggested. Further, the provision for school and classroom-based EF skills interventions and coaching to provide opportunities for and to facilitate the development and application of EF skills at a classroom level was proposed. Finally, the potential development of the Australian Curriculum was considered in the context of explicitly linking EF to the skills detailed in the general capabilities of personal and social development, and critical and creative thinking.
The limitations of the study included restricting the sample to faith-based schools in WA and concerns with scale validity for use with adolescents as the scale used has only been validated on a sample of post-secondary students of minimum age 17. Further research is recommended to expand the research to include students from a greater range of schools including government and other non-government schools, and to validate the scale using a broader sample of adolescents.
Access Note
Access to this thesis is embargoed until 1st May 2027
DOI
10.25958/5max-xf56
Recommended Citation
Barber, G. (2025). Assessing the executive function skill strengths and challenges of year eight students in Western Australia. Edith Cowan University. https://doi.org/10.25958/5max-xf56