Author: Maham Shahzad
Supervisor: Faiz Younas
University: Institute of Applied Psychology, Punjab University, Lahore, Pakistan
The present study examined the relationship between executive functioning and classroom adjustment in adolescents. It was hypothesized that there is likely to be a relationship between executive functioning and classroom adjustment in adolescents. Furthermore it was hypothesized that Executive Functioning was a positive predictor of classroom adjustment. Correlation research design was used and data was collected from a sample of college students comprising of N = 100 (50 boys and 50 girls) taken from three colleges of Lahore. The participants were science and arts students of 1st year and 2nd year. Executive functions questionnaire of Dawson & Guare, 2006 and College Adjustment questionnaire by James W Pennebaker, 2010 were used to collect data. Data was interpreted by using descriptive statistics, Pearson product moment correlation, simple linear regression and independent sample t test. Findings suggested significant relationship between Executive Functioning and Classroom Adjustment. No gender differences were found in adjustment. Moreover this study will provide basis for further study in future on Executive Functioning and its role in Classroom Adjustments. It may give insight about Adjustment strategies and importance of Executive Functions at school level or may help them to adjust in classroom.
Keywords: Executive Functioning, Classroom Adjustment, Adolescents.
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Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: email@example.com, Phone: 92-42-9231245