Middle Eastern Journal of Disability Studies

Abstract
Background & Objectives: The brain's executive functions have a fundamental role in controlling and altering educational performance and complicated cognitive functions. Learning educational self–regulation significantly improves students' ability to pay long–term attention to their educational goals and increases their success and self–control. Common executive functions like impulse control and organization may affect academic achievement. Therefore, a greater perception of the relationship between executive functions and educational self–regulation can have implications for a better understanding executive functions. Thus, the present study aimed to investigate the mediating role of metacognition and working memory in the relationship between executive functions and academic self–regulated learning in the female students of Shahid Chamran University of Ahvaz.
Methods: This study was performed based on structural equation modeling. The statistical population included all students of Shahid Chamran University of Ahvaz in the academic year 2019–2020, among whom 200 female students were selected through a multi–stage random sampling method. To observe the ethical consideration of the research, the necessary permissions were obtained from the Shahid Chamran University of Ahvaz, and out of 12 faculties of the University, 6 faculties were randomly selected. Data were collected using the Metacognitive Questionnaire (Wells & Cartwright–Hatton, 2004), Cognitive Abilities Questionnaire (Nejati, 2013), Academic Self–Regulation Questionnaire (Hong & O'Neill, 2001), and Computerized Working Memory Test (Riding et al., 2003). To analyze data, descriptive statistical methods (mean, standard deviation, and Pearson correlation coefficient) were used, and structural equation modeling was applied using AMOS and SPSS software version 24 to evaluate the proposed research model.
Results: The results showed that the path coefficient between executive functions and academic self–regulated learning in female students of Shahid Chamran University of Ahvaz was not significant (p=0.100, β=0.14). However, the path coefficients between executive functions with metacognition (p<0.001, β=0.29) and executive functions with working memory (p=0.002, β=0.27) were positive and significant. Also, the path coefficients between working memory and academic self–regulated learning (p<0.001, β=0.27) and metacognition with academic self–regulated learning (p<0.001, β=0.28) were positive and significant. The indirect path coefficient between executive functions and academic self–regulated learning through metacognition was positive and significant (p=0.002, β=0.08), and the indirect path coefficient between executive functions and academic self–regulated learning through working memory was positive and significant (p=0.005, β=0.08). All fit indices supported a good fit of the model to the collected data (χ2/df =3.35, CFI=0.85, IFI=0.90, TLI=0.82, NFI=0.83, RMSEA=0.09).
Conclusion: According to the research results, executive functions increase metacognitive strategies and working memory. As a result, learning increases academic self–regulated learning.