Executive Function, Identity, and Career Decision-Making in College Students

Abstract

This study examined the relationship among executive function, identity, and career decision-making as self-reported by 82 college students. Participants were administered measures of executive function, identity status, career decision-making, and an index of verbal intelligence. After controlling for intelligence, self-reported difficulties with the metacognitive component of executive function were related to lower levels of identity achievement and higher levels of moratorium and diffusion. Difficulties with behavioral regulation were associated with higher levels of moratorium and foreclosure. Hierarchical multiple regressions with backward elimination indicated that individual differences in career certainty was best explained by metacognitive control and identity achievement. In contrast, variation in career uncertainty was predicted by verbal intelligence, behavior regulation, and low and high scores on identity achievement and diffusion, respectively. These preliminary results fill a gap in the current literature on career decision-making, suggesting the importance of executive function skills to this milestone process in the lives of emerging adults.

Unpacking the role of self-esteem in career uncertainty: A self-determination perspective

“…However, not all students are certain about which career to pursue, as some have higher career uncertainty than others (Gutman & Schoon, 2012;Komarraju, Swanson, & Nadler, 2013;Welsh & Schmitt-Wilson, 2013).…”

“…Accordingly, examining career uncertainty among college students in Taiwan is relevant and important. Research of individual differences on career certainty-related issues has been supportive (Gutman & Schoon, 2012;Komarraju et al, 2013;Welsh & Schmitt-Wilson, 2013). Based on the individual differences perspective and the self-concordance mechanism, understanding the role of self-esteem in career uncertainty could provide an explanation why some students have higher career certainty than others.…”

The effect of metacognition on students’ chemistry identity: the chain mediating role of chemistry learning burnout and chemistry learning flow

“…The development of metacognition is a necessary condition for accomplishing cognitive processing of identity (Welsh and Schmitt-Wilson, 2013). Metacognition, as a complex psychological construct, refers to ''thinking about thinking'' (Flavell, 1979;Lavi et al, 2019).…”

“…On the one hand, metacognition represents the individual's knowledge and ability to manage information, plan, monitor, and evaluation cognitive processes, as well as reflect to regulate and modify their cognitive representations (O ¨z, 2016;Goupil and Kouider, 2019). Such metacognitive knowledge and abilities related to executive function are also necessary for individuals to form, monitor, evaluate, and revise their selfconstructs in order to develop a stable identity (Phillips, 2008;Welsh and Schmitt-Wilson, 2013;Fleur et al, 2021). On the other hand, metacognition enables students to actively perceive their interests and talents, thus helping them to make identity decisions (Dignath and Bu ¨ttner, 2008).…”

Representing Minds Representing Minds: An Examination of the Association between Recursive Mental State Attributions and Executive Processes.

“…Further, continued maturation of these skills is seen from childhood through adulthood (e.g., Band et al, 2000;Buttelmann & Karbach, 2017;Davidson et al, 2006;Huizinga et al, 2006;Leon-Carrion et al, 2004;Williams et al, 1999), and greater EF efficiency is associated with a wide range of favourable outcomes throughout the lifespan. For instance, EF helps individuals maintain good physical and mental health (Crescioni et al, 2011;Miller et al, 2011;Riggs et al, 2010;Silk et al, 2003), contributes to academic readiness and achievement (Blair et al, 2002;Borella et al, 2010;Colé et al, 2014;Duncan et al, 2007;Gathercole et al, 2004), and facilitates compliance to social norms (Broidy et al, 2003;Denson et al, 2011;Moffitt et al, 2011;Saarni, 1999;Winstok, 2009) as well as job success (Bailey, 2007;Welsh & Schmitt-Wilson, 2013). Miyake et al (2000b) presented evidence indicating that while inhibitory control, working memory, and cognitive flexibility are distinguishable in adults, they are also closely interrelated constructs (see also Friedman et al, 2006).…”