Recent studies in late adolescents (age 17+) show that brain development may proceed till around the 25th year of age. This implies that study performance in higher education could be dependent upon the stage of brain maturation and neuropsychological development. Individual differences in development of neuropsychological skills may thus have a substantial influence on the outcome of the educational process. This hypothesis was evaluated in a large survey of 1760 first-year students at a University of Applied Sciences, of which 1332 are included in the current analyses. This was because of their fit within the age range we pre-set (17–20 years' old at start of studies). Student characteristics and three behavioral ratings of executive functioning (EF) were evaluated with regard to their influence on academic performance. Self-report measures were used: self-reported attention, planning, and self-control and self-monitoring. Results showed that students with better self-reported EF at the start of the first year of their studies obtained more study credits at the end of that year than students with a lower EF self-rating. The correlation between self-control and self-monitoring on the one hand, and study progress on the other, appeared to differ for male and female students and to be influenced by the level of prior education. The results of this large-scale study could have practical relevance. The profound individual differences between students may at least partly be a consequence of their stage of development as an adolescent. Students who show lower levels of attention control, planning, and self-control/self-monitoring can be expected to have a problem in study planning and study progress monitoring and hence study progress. The findings imply that interventions directed at the training of these (executive) functions should be developed and used in higher education in order to improve academic achievement, learning attitude, and motivation.

Late adolescents and emerging adults often report lower sleep quality. Recent studies have shown that many of these individuals are also characterized by ongoing development of executive functions (EFs), such as self-control and self-monitoring (SCSM). These functions are not fully mature until later in the 20s. As both suboptimal sleep and improper EFs can impact academic performance, there could be a relationship between these processes. However, few studies have examined these relationships simultaneously to more fully understand the effects of sleep on academic performance in higher education. The aim of the present study was, therefore, to investigate the extent to which sleep quality influences study success in higher education, and to what extent self-perceived EF influences this possible relationship. A large survey was conducted among 1,760 first-year students at a University of Applied Sciences to evaluate this aim. Results showed that sleep quality and study success are related: lower self-reported sleep quality is related to less study success. A high level of SCSM appears to compensate for the negative effect, which sleeping problems have on obtaining study credits. The results of this large-scale study emphasize the need to include sleep and skills in self-control when planning educational innovations aimed at fostering study success in higher education.

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