The Mediating Role of Executive Functions in the Relationship Between E-Learning Readiness and Academic Performance During the COVID-19 Pandemic

Abstract

The purpose of the present study was to investigate the relationship between students’ academic performance and their preparedness for e-learning, with executive functions serving as a mediator. Path analysis and descriptive-correlational methods comprised the research design during the COVID-19 pandemic. One hundred male students in grades 7-12 from five high schools in Tehran (districts 12, 4, 3, 1, 6) were selected using cluster random sampling to complete the online versions of the Watkins E-Learning Readiness (WER) questionnaire, Barkley Deficits in Executive Functioning Scale (BDEFS), and self-reported GPA to assess academic performance. Among these, 93 questionnaires were completely amenable to analysis. To examine the mediating function of executive functions, SPSS version 27 and LISREL software were utilized. A significant relationship exists between e-learning readiness and academic performance, and executive functions can mediate this relationship and predict a greater proportion of the variance in academic performance, according to the results of the analysis and examination of the relationships. Based on the results, it is possible to conclude that academic performance is anticipated to be higher among those with greater e-learning readiness and stronger executive functioning components. Therefore in addition to emphasizing e-learning proficiency, it is recommended that educational programs for e-learning progress incorporate components of executive functioning.

Keywords

• academic performance
• covid-19 pandemic
• e-learning readiness
• executive functions
• high school students