Investigation of the relationship between the executive functions and their adaptation to school and social competencies of primary school children

This study was conducted to examine the relationship between primary school children's executive function skills, school adjustment and social competence. A total of 255 children attending primary and secondary education were included in the study. Sociodemographic information form to evaluate children's demographic characteristics, Childhood Executive Function Inventory Parent/Teacher Form (CHEXI) and Executive Functions and Activity Routines Scale (YİARÖ) to evaluate executive functions, Walker-McConnell Social Competence and School to evaluate social competence and school adjustment. The Fit Scale (WMC-SYOUÖ) was used. After the evaluation, the relationship between executive functions, social competence and school adjustment was examined with the Spearman Correlation test. The difference between children's gender and the environment they live in, executive functions, school adjustment and social competence levels were compared with the Mann Whitney U Test. A positive and significant relationship was found between the sub-dimensions of the scale, which evaluates executive functions through the activity routines of children, and school adjustment and social competence (p<0.05). There was a negative and strong significant correlation between childhood executive functions inventory subscales and scores of adjustment and social competence (p<0.05). As a result of this study, the executive function and activity routines and social and adaptive behaviors of the girls were statistically higher than the boys (p<0.05), while the boys' working memory, regulation, inhibition and planning were statistically higher than the girls (p<0.05). We found that environmental conditions did not affect children's executive function, social competence and school adjustment levels (p>0.05). According to the results of this study, it is thought that evaluations of executive function skills may be useful in children's difficulties in adaptation to school and social areas.